DEVELOPING AN INDEPENDENT-LEARNING TASK BANK AND IMPLEMENTING A COMPETENCY-BASED ASSESSMENT RUBRIC IN FOOD TECHNOLOGY EDUCATION

Abstract

Independent learning is increasingly central to competency formation in Food Technology education; however, in many programs independent work remains fragmented (topic lists without operational tasks) and assessment is often score-centered rather than competency-centered. This study proposes and develops a structured solution: (1) an Independent-Learning Task Bank aligned with syllabus learning outcomes and (2) a competency-based analytic assessment rubric to improve transparency and consistency of evaluation. Using course syllabi from Food Technology-related training at Karshi State Technical University as primary design inputs, learning outcomes were extracted and clustered into key competencies (e.g., standards-based reasoning, quality–safety indicator interpretation, expert examination procedures, evidence-based reporting, and compliance decision-making). These competencies were operationalized into a task bank organized by task type (essay, calculation–drawing, analytical presentation, problem solving with analysis, extended case analysis) and three difficulty levels (foundational, applied, decision & reporting), packaged for LMS/HEMIS-compatible delivery. A four-level analytic rubric with weighted criteria was then developed to assess independent outputs across formats, emphasizing standards alignment, method selection, indicator reasoning, analysis quality, expert conclusion writing, and decision justification. The proposed model supports scalable implementation, enables conversion of independent tasks into assessment pools, and offers a replicable framework for improving the design and evaluation of independent learning in Food Technology education.