METHODS AND HEALTH CHAPTER 11, 12, 13 TEST REVIEW
Constructive Feedback
- The process of providing an assessment in a way that promotes growth and strengthens learning - Provides students with tangible ways to improve their performance or skill demonstration - Can be given by a teacher, peer, or self; each provides a new perspective
Competency Proficiency Mastery
3 types of skill performance
1. Unhealthy dietary behaviors 2. inadequate physical activity. 3. unintentional injury and violence. 4. Tobacco use 5. alcohol and other drug use 6. sexual risk-taking
6 CDC leading priority areas as contributing to the leading causes of death and disability among young
1. Get to know your students and community. 2. Formulate goals. 3. Design benchmark assessment. 4. Determine health topics and functional information. 5. Create a scope and sequence. 6. Develop unit plan objectives. 7. Develop unit assessments. 8. Create lesson plans.
8 Curriculum Planning Steps
RUBRIC
A standard of performance that provides the criteria for assessing student's work.
1. The setting and role 2. A goal or challenge for the students 3. A product or performance for students to complete. 4. An audience
A well-designed assessment includes 4 key elements.
Propmt
Directions given for an assessment that explain the criteria a student must complete and will be scored on
Grade weighting
Each assignment accounts toward a percentage of the overall grade
1. Identifying a setting and role of the characters 2. Stating a goal or challenge for the students 3. Stating a product or performance for students to complete 4. Identifying the audience
Four key elements of well-designed performance tasks:
Validity
How much one is able to trust results as an appropriate and accurate measure.
Performance Task
Is an assignment or project that requires students to demonstrate their learning of a concept or skill. Performance tasks can be structured as an assignment that is completed during class, over multiple sessions, or as a take-home assignment.
Scope and Sequence
Outline of content being covered and when it will be taught.
Feedback
Providing an honest and non-judgemental assessment of a specific action or work in a way that promotes growth and strengths learning.
Exemplar
Samples of previously completed work that show students what high scoring assignments look like.
-student -school -neighborhood or community -state or national
Socioecological model
Competency
The ability to correctly, appropriately and effectively apply the critical parts of the skill in a given context although some error may occur
Proficiency
The ability to do something successfully with little error in varying contexts
Mastery
The ability to successfully and automatically perform a skill or task at a high level without prompting and to demonstrate the skill or task to another.
Assessement
The opportunity for students to demonstrate learning.
Learning
This becomes purposeful and directly related to intended outcomes
Student and Community needs
This is recognized and considered in the process, making health education relevant and meaningful
Planning
This leads to enhanced student outcomes because it follows the process of drafted, implemented, and revised.
Formative
Type of assessment for learning that allows you to evaluate and adjust ongoing teaching to improve student's achievements of intended outcomes
Reliability
When results are consistent across time and truly represent what has occurred, including the likelihood that results would be the same if the same research methods were employed.
Summative Assessment
a type of assessment used at the end of instruction to evaluate student learning
Authentic
assessment measure that is meaningful and relevant to a student's real world circumstances and surroundings; requires students to demonstrate learning by applying the skills and knowledge in a way that appropriately responds to the question posed in the prompt.
Quality assessment
assist students in identifying their strengths as well as the areas they need to work on.
Backward Design
curriculum development beginning with student outcomes and working through the process of establishing goals and outcomes, creating benchmark assessments, choosing skills and topics, creating a scope and sequence, developing units (including assessments), and designing lesson plans.
assessment
how the measure will occur is what
Socioecological Model
model that highlights multiple factors and levels that can influence behavior
Examplars
samples of previously completed work that show students what a high-scoring assignment looks like
Benchmark
standard of measure is what
statistical significance
the likelihood that a relationship between two or more variables is caused by something other than random chance. Typically reported through a P value. Smaller P value, less likely results are due to chance.
Formative and Summative assessment
two things that measure students competency or proficiency in applying what they have learned.
Teacher feedback Student feedback Self-Monitored feedback
what are the 3 types of feedback
Accuracy Credibility Current Ease of uses and access Situations Sources
what is the A.C.E.S.S.