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Health Education Assessment Project

Health Education Assessment Project

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Health Education Assessment Project

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  1. Health Education Assessment Project Understanding the Essence of the Skills

  2. Learning Targets • Describe the National Health Education Standards in relationship to concepts and skills. • Describe criteria that relate to health skills. • Analyze the relationship between criteria, assessment items, and curriculum.

  3. Overall Goal: Health Literacy Health literacy isthe capacity of an individualto obtain, interpret, and understand basic health information and services, and the competence to usesuch information and servicesin ways that enhance health. — Joint Committee on Health Education Standards

  4. The Big Picture

  5. National Health Education Standards (NHES) Standard 1 One Concept Standard

  6. Standard 8 Standard 3 Standard 6 Standard 7 Standard 5 Standard 2 Standard 4 National Health Education Standards (NHES) Seven Skills Standards

  7. National Health Education Standards (NHES)

  8. Creating Assessments Requires Clear Criteria

  9. Skill Instruction Student Work Prompt/Item Everything Is Interconnected ...

  10. Skill Skill • standard for the skill • specific criteria

  11. Prompt/Item Prompt/Item • Use the criteria in a question form. • Ask for student work that demonstrates the criteria.

  12. Student Work Student Work • products that allow teachers to view and assess students’ application of criteria

  13. Instruction Instruction • provides practice using the criteriain the skill

  14. Skill • rubrics • posters • Instruction • curricula • text books • StudentWork • Anchors • Exemplars • Prompt/Item • item bank coded by skill What Tools Are Needed?

  15. What Tools Does HEAP Offer? • Skill • rubrics • posters • StudentWork • Anchors • Exemplars • Prompt/Item • item bank coded by skill

  16. The Big Picture

  17. Review Activity • Read the assessment item below: “Billy is always punching Joan in the arm when she walks by. Joan’s friends say he likes her. Joan likes Billy, but she doesn’t like his hitting her. Write a dialogue between Joan and Billy in which Joan explains to Billy why she does not like being hit. Include things Joan can say to Billy to get him to stop hitting her without losing his friendship. Also, identify some acceptable ways that Billy could show his friendship in school.” • Identify the part of the prompt that is asking for a core concept • Identify the part of the prompt that is asking for a health skill • Identify that skill • List the instructional activities you would conduct in order for your students to do well on this assessment • Post your response according to the course instructions provided.

  18. Final Wish We hope this module has been instrumental in supporting your efforts to adopt a skills-based, standards-based approach to teaching health education.