Final Exam Health

What is the difference between formative and summative assessment?

Formative assessment- is used to measure student understanding of what has just been taught or discussed. FOR learning Summative assessment- is an assessment OF learning. Occurs at the end of the unit and is the measure of the extent to which students can demonstrate the unit objective.

When considering your health education goals, you should be consistent with the length of the curriculum as well as consider your community by looking at what the overall _____________ goals are for health education.

Formulate

What is scope and sequence as it relates to health education?

Is a document that outlines the content and when it will occur. It is often developed at the course level and again for all grades in which health education is taught.

While a scope and sequence maps out the curriculum, a __________________ is used to plan and outline what will be taught in class.

Lesson plan

What is a backward design?

Name of a process used in planning curriculum that begins by considering student outcomes.

What are the different types of feedback?

Teacher directed, student or peer, and self-monitored

When creating assessments for the unit, the assessments should measure student achievement of ___.

Unit objectives

You want to match topics and themes providing the context for students to

apply the skill

Assessing student learning is important because

it gives students a way to demonstrate how well they have learned the skill and content.

When assessment measures are used to inform student learning and what is taught in class, there is often an improvement in

student outcomes

The pre-K-2 performance indicators for advocacy include which of the following? A). Use accurate peer and societal norms to formulate a message. B). Make a request to promote personal health. C). Demonstrate how to influence others. D). Express opinions and give accurate information about a health topic.

B

The primary purpose of assessment is to determine a student's grade. A). True B). False

B

The skill of self-management focuses on the individual person; it does not relate to how a person interacts with others. A). True B). False

B

In order for curriculum to engage students, be transferred across multiple contexts, and build skills, it must be ______________ to the students' real world. A). adaptable B). relevant C). analytic D). modeled

B

Which type of rubric weights each item individually? A). holistic B). analytic C). authentic D). complex

B

One of the most important parts of curriculum design process is A). getting to know your students B). knowing your community C). developing effective listening skills D). a and b

D

What is the name of a process used in planning curriculum that begins by considering student outcomes? A). data driven approach B). school-level data C). student-level data D). backward design

D

Which of the following is a good example of functional information to include in your skills-based curriculum? A). a nutrition facts label B). chemicals in a cigarette C). signs and symptoms of multiple STIs D). all of the physical parts of the lungs

D

Figure 10.1 Steps for developing the skill of advocacy What measurement is used to measure student understanding of what has just been taught or discussed?

Formative Assessment

When functional information is learned and internalized, it becomes

Functional knowledge

The skill of self-management teaches students to avoid labeling behaviors as strictly healthy or unhealthy. Why

True because of positive and negative effects of this.

A well-reasoned argument is not enough to persuade someone. Why?

True They believe you

When students choose a topic to advocate for, it is important that students select a ______________ position.

health enhancing

When a behavior improves or maintains your health it is considered _______________________ and a ______________________ is one that puts your health in danger.

health-enhancing behavior; risky behavior

When we teach children to advocate for personal, family, and community health issues, we teach them to recognize the value of taking a stand for

something important to themselves not for others.

What are the performance indicators of interpersonal at grade level 3rd -5th?

1. Identify responsible personal health behaviors 2. Demonstrate a variety of healthy practices and behaviors to maintain or Improve personal health

What are the performance indicators of interpersonal communication at grade level PreK- 2nd?

1. Make requests to promote personal health 2. Encourage peers to make positive health choices

Spiritual dimension examples

1. Meditating 2. Journaling 3. Attending religious services

Know examples of healthy behaviors in each dimension of wellness Figure 9.1 page 146 many on the test

1. Physical 2. Intellectual 3. Occupational 4. Social 5. Spiritual 6. Mental and Emotional 7. Environmental

Intellectual dimension examples

1. Reading for pleasure 2. Taking classes 3. Having an open mind

Environmental dimension examples

1. Recycling 2.Picking up trash at a local park 3. Buying local products

Social dimension examples

1. Spending time with friends and family 2. Connections with colleagues 3. Building a strong social network

Would this be a good example of functional information to include in your skills-based curriculum by showing a nutrition facts label to your students?

All of the physical parts of the lungs

What is a needs assessment?

An assessment measure used to determine whether students have achieved a specific outcome by a predetermined point in the curriculum.

A well-reasoned argument is enough to persuade someone. A). True B). False

B

An assessment measure used to determine whether students have achieved a specific outcome by a predetermined point in the curriculum is known as a ______________________. A). formative assessment B). benchmark assessment C). authentic assessment D). needs assessment

B

An assessment of learning at the end of a unit is known as formative assessment. A). True B). False

B

Benchmark assessments and formative assessments are used to measure the same things. A). True B). False

B

In grades 9 to 12, the performance indicators have students analyze the role that friends play in behaviors. A). True B). False

B

The curriculum design process is strictly linear and should follow a specified order to ensure proper curriculum development. A). True B). False

B

When assessment measures are used to inform student learning and what is taught in class, there is often an improvement in ____________________. A). critical thinking B). student outcomes C). content D). goal setting

B

When creating assessments for the unit, the assessments should measure student achievement of A). lesson activities B). topic implementation C). unit objectives D). course objectives

C

In reference to the National Health Education Standards, the skill of self-management is considered to be

the ability to practice health enhancing behaviors and to avoid risky behaviors. Skill involves students taking responsibility for their health and demonstrating the behaviors and practices to maintain or improve the health of themselves and otters.

What strategy should a health educator could use to support students' needs in the skill of advocacy asks students to think beyond themselves and to assess the needs of others in order to make a change for the better?

1. Allow students to select from two different options in order to present their work. 2. Have partners work jointly and each takes responsibility for specific sections of the project. 3. Ask students to read a prompt and then think about ad write down a strategy and share with another student.

Functional information, by itself, will help students to perform a skill. A). True B). False

B

What are the performance indicators of interpersonal at grade level 9th- 12th?

1. Analyze the role of individual responsibility for enhancing health 2. Demonstrate a variety of healthy practices and behaviors that will maintain or improve the health or improve the health of self and others. 3. Demonstrate a variety of behaviors to avoid or reduce health risks to self and others

Occupational dimension examples

1. Being happy at work 2. Working reasonable hours 3. Making valuable contributions to the world

What are the performance indicators of interpersonal at grade level PreK- 2nd?

1. Demonstrate healthy practices and behaviors to maintain or improve personal health 2. Demonstrate behaviors that avoid or reduce health risks

What are the performance indicators of interpersonal at grade level 6th- 8th?

1. Explain the importance of assuming responsibility for personal health behaviors 2. Demonstrate healthy practices and behaviors that will maintain and improve the health of self and others. 3. Demonstrate behaviors to avoid or reduce health risks to self and others

What are the performance indicators of interpersonal communication at grade level 3rd -5th?

1. Express opinions and give accurate information about health issues 2. Encourage others to make positive health choices

Mental and Emotional dimension examples

1. Expressing emotions in a healthy way 2. Managing stress 3. Engaging in creative activities

Physical dimension examples

1. Healthy diet 2. Being physically active 3. Avoiding tobacco and other drugs 4. Going to the doctor regularly

Examples of community-level data useful in teaching

1. Teen birth data 2. Police data 3. Socioeconomic status 4. Land use data 5. Parents and guardians 6. Community agencies 7. Community leaders 8. Founding for health-related programs at the community level

What are the performance indicators of interpersonal communication at grade level 9th- 12th?

1. Utilize accurate peer and societal norms to formulate a health enhancing message 2. Demonstrate how to influence and support others to make positive health choices 3. Work cooperatively as an advocate for improving personal, family, and community health 4. Adapt heath messages and communication techniques to a specific target audience

A _____________________ is used to measure student understanding of what has just been taught or discussed. A). formative assessment B). summative assessment C). authentic assessment

A

A needs assessment is the process used to better identify strength and areas of improvement within a school. A). True B). False

A

A rubric should be used to score performance tasks. A). True B). False

A

Allowing a student to choose a health-enhancing message to advocate for, even if unpopular, is likely to improve the use of the skill in the future. A).True B). False

A

Assessment results should affect teacher practice in the classroom. A). True B). False

A

The curriculum design process is only the beginning of the process of identifying what students will know and be able to do throughout health education. A). True B). False

A

The skill of self-management teaches students to avoid labeling behaviors as strictly healthy or unhealthy. A). True B). False

A

What is a main level of skill performance you want to achieve? A). all of the answers B). competency C). mastery D). proficiency

A

Work previously completed by another student that provides examples of high-scoring assignments is known as A). samples B). reference C). exemplars D). anchors

C

___________________ refers to the level of consistency of results from an instrument or assessment.

Reliability

When applying the skill of goal setting, the skill of self-management is important why?

Setting goals requires you to be aware of your current health state

The ____________________ is a model that examines the role of various sectors of society that can influence public health problems.

Socioecological

A teacher who is teaching self-management should use the same or not the same functional information regardless of the community in which the teacher is instructing.

The same

The skill of self-management focuses on who/whom?

Yourself and others

Can teaching the skill of advocacy, enhance student learning if connections are made to learning that took place during a previous unit? A). True B). False

A

Do the skill cues and performance indicators progress in sophistication and depth as students get older? A). True B). False

A

Does allowing a student to choose a health-enhancing message to advocate for, even if unpopular, will it likely improve the use of the skill in the future? A). True B). False

A

Functional information is usable, applicable, and relevant. In addition, functional information will A). provide the context for skill development B). be information students find most interesting C). provide students with an in-depth explanation of the information D). be the only content students could learn about

A

Practicing health-enhancing behaviors and avoiding or reducing risky behavior can increase quality of life. A). True B). False

A

Which of the following types of assessment are most likely to allow students to demonstrate learning in a meaningful way? A). selected response B). constructed response C). performance tasks D). true-or-false questions

C

Which statement about the skill of advocacy is true? A). Any combination of the performance indicators is likely to lead to skill development. B). Performance indicators are straightforward and should be understandable. C). Skill cues and performance indicators progress in sophistication and depth as students get older. D). Performance tasks work best when they look at each performance indicator individually

C

___________________________ is a document that outlines the content to be covered and when it will occur. It is often developed at the course level and again for all grades in which health education is taught. A). lesson plan B). competencies C). scope and sequence D). curriculum planning

C

Functional information is usable, applicable, and relevant. In addition, functional information will provide what for skill development?

Context

The skill of advocacy connects most directly with which level of health literacy?

Critical health literacy

Curriculum design is an ongoing process. Which of the following accurately reflects the four parts of the process? A). planning, implementation, execution, assessment B). writing the curriculum, implementation, evaluation, assessment C). writing, application in the classroom, execution, revision D). development, implementation, evaluation, revision

D

Of the following which are used for feedback? A). teacher directed B). student or peer C). self-monitored D). all the above

D

Steps for developing the skill of self -management.

Step 1: Skill Introduction · Provide students with the definition of self-management · Discuss the relevance of self-management to student's health and their lives. · Explain the educational outcomes for the skill of self-management Step 2: Presenting the steps of the skill · Explain the critical elements of self-management Step 3: Modeling the skill · Demonstrate self-management · Use examples that connect with students' lives and the educational outcomes described on step 1 Step 4: Practice · Provide students with many opportunities to practice self-management in various health contexts · Keep practice opportunities relevant and connected to the educational outcomes Step 5: Feedback and reinforcement · Include opportunities for students to apply self-management in their lives outside of school · Provide summative feedback on performance assessments

___________________ refers to the extent to which an instrument actually measures what is intended to be measured.

Validity

Functional information, by itself, will or will not help students to perform a skill.

WILL NOT HELP

Properly implementing the skill of advocacy requires both

an understanding of the issue you are advocating for and the audience who will receive the message.

When determining functional information and health topics for your curriculum, it is important to consider (all)

1. Amount of time give to implement the curriculum 2. Student need data 3. How the topics and information fir together with the identified skills

When designing curriculum units scope and sequence is important. It may already be set by the district. A). True B). False

A

What are benchmark assessments?

An assessment measure used to determine whether students have achieved a specific outcome by a predetermined point in the curriculum

What are the different types of rubrics

Analytic and Holistic

Which type of rubric weights each item individually

Analytical

What assessment should be used to score performance tasks?

Authentic

Know these assessments and examples of each -authentic, rubrics and grading and constructive feedback

Authentic assessments- are meaningful and relevant to students' real-world circumstances and surroundings. Ex. Performance tasks Rubrics and grading- A standard of performance that provides the criteria for something students work. The way your grade is over all calculated. Ex. Analytic and Holistic Constructive feedback- Providing a honest and nonjudgmental assessment of a specific action or work in a way that promotes growth and strengthens learning. Ex. Positive feedback not Criticism

Be able to name/list the 3 main levels of skill performance

Competency, mastery, proficiency

Most important step is knowing your students and the community first. Important why?

Curriculum can easily fall short and may not be appropriate for the audience.

What are the 4 parts of the curriculum development process? It's an ongoing process and not sequential (will not be linear).

Development, Implementation, Evaluation, Revision

What type of assessment would most likely to allow students to demonstrate learning?

Performance tasks

In order for curriculum to engage students, be transferred across multiple contexts, and build skills, it must be ______________ to the students' real world.

Relevant

What are the 8 steps of curriculum development? There is a order to them and what they entail.

Step 1: Get to know the students and the community Step 2: Formulate goods Step 3: Develop benchmark assessments Step 4: Determine health topics, functional information and skills Step 5: Create a scope and sequence Step 6: Develop unit plans Step 7: Develop unit assessments Step 8: Create lesson plans

What are exemplars?

Work previously completed by another student that provides examples of high-scoring assignments.

Will assessment results affect the teacher practice in the classroom? Yes or No

Yes

What are the performance indicators of interpersonal communication at grade level 6th- 8th?

1. State a health enhancing position on a topic and support it with accurate information 2. Demonstrate how to influence and support others to make positive health choices 3. Work cooperatively to advocate for healthy individuals, families, and schools 4. Identify ways in which health messages and communication techniques can be altered for different audience

In the curriculum design process, all topics should provide the context for the students to apply the skill cues and thus result in skill development. A). True B). False

A

Properly implementing the skill of advocacy requires both an understanding of the issue you are advocating for and the audience who will receive the message. A). True B). False

A

Assessing student learning is important because A). it gives students a way to demonstrate how well they have learned the skills and content B). it gives students something to do C). it allows the teacher to compare students D). it lets teachers know if they covered everything they wanted to cover

A

Can practicing health-enhancing behaviors and avoiding or reducing risky behavior increase the quality of life? A). True B). False

A

Managing your health in the dimension of environmental wellness could include all of the following EXCEPT A). being active outdoors B). having a commitment to eating organic foods C). choosing a career that keeps the environment healthy D). living in an area that minimizes air pollutants

A

Managing your health in the dimension of physical health includes A). wearing protective gear such as helmets and seat belts B). encouraging your friends to learn new ways to be healthy C). attending events at work that get you active D). having a positive outlook on your health

A

The skill of advocacy asks students to think beyond themselves and to assess the needs of others in order to make a change for the better. Which of the following is NOT a strategy a health educator could use to support students' needs? A). Have all students make an oral presentation to the class. B). Allow students to select from two different options in order to present their work. C). Have partners work jointly, and each takes responsibility for specific sections of the project. D). Ask students to read a prompt and then think about and write down a strategy and share with another student.

A

When curriculum goals are selected, they should align with overall district goals and priorities. A). True B). False

A

When determining functional information and health topics for your curriculum, it is important to consider all of the following EXCEPT A). whether or not it will be an issue in the future B). amount of time given to implement the curriculum C). student need data D). how the topics and information fit together with the identified skills

A

When functional information is learned and internalized, it becomes functional knowledge. A). True B). False

A

When students choose a topic to advocate for, it is important that students select a health enhancing position. A). True B). False

A

When teaching the skill of advocacy, it can enhance student learning if connections are made to learning that took place during a previous unit. A). True B). False

A

When teaching the skill of advocacy, you should include a requirement that all supporting information be accurate, valid, and reliable. A). True B). False

A

When we use data to inform the selection of functional information, all of the following are true EXCEPT A). all data are applicable to the skills being taught B). it is important to consider a variety of data C). not all data are relevant to a program D). the topics covered in a health class are narrowed

A

When we use data to inform the selection of functional information, the topics covered in a health class are narrowed, not all data are relevant to a program & it is important to consider a variety of data. A). True B). False

A

Which of the following is an example of community-level data? A). police data B). youth risk behavior data C). attendance records D). Fitnessgram results

A

While a scope and sequence maps out the curriculum, a __________________ is used to plan and outline what will be taught in class. A). lesson plan B). SMART criteria C). media plan D). unit plan

A

___________________ refers to the extent to which an instrument actually measures what is intended to be measured. A). validity B). relational C). advocacy D). reliability

A

___________________ refers to the level of consistency of results from an instrument or assessment. A). reliability B). validity C). relational D). irrelevant

A

____________________ assessments are meaningful and relevant to students' real-world circumstances and surroundings. Performance tasks are one example. A). authentic B). rubrics and grading C). constructive feedback

A

When designing curriculum units, the scope and sequence is only minimally important to consider. A). True B). False

B

When we teach children to advocate for personal, family, and community health issues, we teach them to recognize the value of taking a stand for something important to others. A). True B). False

B

Which of the following is NOT one of the identified steps in curriculum design? A). Get to know students and the community. B). Formulate norms. C). Design benchmarks. D). Create a scope and sequence.

B

Managing your personal health in the dimension of social wellness includes A). managing emotions B). having a purpose and making choices that align with that purpose C). maintaining positive relationships D). being a lifelong learner in the company of others

C

The skill of self-management is important when applying the skill of goal setting because A). the performance indicators are similar B). setting goals is all about personal health C). setting goals requires you to be aware of your current health state D). the performance indicators for goal setting require you to be health enhancing

C