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.