Assessment Plan - Health Class -

Purpose and Learning Outcome

                Health education is essential for all students to acquire the knowledge and skills necessary for comprehensive health in the context of self, family, and community. In this class your will learn everyday skills that will enable you to make smart, healthy choices that will allow you to live a healthy lifestyle.

                In the class you will be measured and assessed on the level of knowledge you attain from the readings, notes, guest speakers, and discussions that we have in class. From these areas you will be assessed in you understanding of the following areas:

-       Develop the knowledge and the skills to choose healthy options and avoid health impairing behaviors in the following areas: Community health, consumer health, environmental health, family life, mental and emotional health, injury prevention and safety, nutrition, personal health, disease prevention, substance use and abuse.

-       Assess, interpret, and apply basic health information and services in ways that are health enhancing.

-       Choose abstinence and self protection from high-risk behaviors

-       Acquire a focused balance of the physical, mental, emotional, and social dimensions of health and its constantly changing issues.

                From the information provided above, students will be able to grasp and understand the overall learning goal for the class:

Essential Learning: 

Using the skills of critical thinking and problem solving, students will understand the components and concepts of the Wellness Triangle (mental, physical and social health).



Assessment Context

MUlTI-MEDIA PROJECT

                In everyday health the world is every changing. Your lifestyle today is very different from that of mine when I was a high school student ten years ago, and you can imagine how differently your life is than that of your parents. With the use of technology, you will be assigned a topic of your choice in the areas of mental, social or physical health. Using information that you research from credible sources on your topic, and the data you received from a professional expert that you interview in your area, you will teach the class in your area of health with a multi media project.

                In leading the class you will provide them with information on the topic. You may do this with a video, slide show, debate scenario, mock trial, talk show, or any form of multi media that is approved by me. We as teachers are so intrigued by your level of knowledge and creativity in the world of technology, use your skills to provide us as a class with helpful and intriguing information on your topic.

 HEALTH COMMON ASSESSMENT

 

WELLNESS COMMON ASSESSMENT                     

Name ____________________________________

Using complete sentences, answer the following questions. Use specific examples to explain your answers.

1.         Define Wellness

Explain the 3 aspects of Wellness

2.

3.

4.

5.   Write down your typical breakfast and lunch diet on a school day. Include drinks.

Breakfast:

Lunch:

Explain how this type of diet benefits or harms your mental and physical health.

Mental affects:

Physical affects:

Holistic Rubric

MULTI-MEDIA RUBRIC

Presentation date__________________

Names_______________________________________________________________________________

Points earned                    / 100 points

Topic__________________________________ Length of Presentation___________________________

CATEGORY	OUTSTANDING
Content  60%           /60 points	q  The issue is clearly defined. (10) q  Explanation how the issue affects society. (9) q  Physical, Mental, Social effects are identified (9) q  Preventive measures needed to improve healthy living…or, describe a solution to the problem (as related to your topic) (8) q  Content is current and relevant. (8) q  Covers topic in-depth with details and examples. (8) q  Subject knowledge is excellent. (8)
Sources 20%           /20 points	q  At least 4 credible and reliable sources were used including an expert interview. (4) q  Source information was collected for all graphics, facts and quotes. (5) q  All sources documented on Works Cited page using MLA format. (5) q  Thoughtful annotations (short summaries) are included for each resource explaining: q  how the resource was evaluated to determine that it is a credible source (3) q  how or where the source was used in the presentation. (3)
Presentation 20%           /20 points	q  Preparedness and rehearsal is obvious. (2) q  Enthusiasm/facial expressions/body language holds audience attention. (2) q  Eye contact is demonstrated. (2) q  Voice and volume clear. (2) q  Speaks clearly with no mispronunciations. (2) q  Vocabulary/definitions were informational. (2) q  Technology improves presentation/understanding of the topic. (2) q  Technology is used without any errors. (2) q  Each group member participates equally in the presentation. (2) q  Presentation is a minimum of 10 minutes in length. (2)

 COMMON ASSESSMENT RUBRIC

	Proficient     3	Developing       2	Beginning    1	Comments	Grade
Demonstrates Understanding & Knowledge	Complete sentences are used so the reader can understand your direction of thought. Sentences are clear and focused using appropriate detail.	The main idea may be cloudy because supporting detail is too general or off topic. Sentence structure has a few errors.	The main idea is missing. Development is minimal or does not exist. Numerous errors exist and it is difficult to read.
Key words are used: (see key word examples below)	Key words are used to explain each concept. (see key word examples below)	Words may be included but not used appropriately. Ex. Being active, eating right Ex. How you are mentally healthy Ex. Do you get along with other people?	No key words are used to explain each concept.
				TOTAL  _____

                                        

                                             

Testing Constraints

MULTI- MEDIA

• Students must present at least 10 minutes in length
• Presentations must have four credible sources
• Presentation must have an expert interview
• Students will have a research day in class to allow for proper help and research aide
• Students will be graded on group participation from each student
• Students will be given extra help if expressed in their IEP's

COMMON ASSESSMENT

• Students will be given 30 minutes to complete the task
• Students will not be allowed to use notes
• This is a reoccurring test that will assess the knowledge and understanding of the task
• Students will be allowed more time if noted in their IEP
• If students have trouble with the assessment, students will talk with teacher to have a better understanding of the topic

 

Thoughts and Rationale

     As a physical education teacher for the past five years, I have seen what it takes to test students successfully and also been involved with testing that has not been appropriate for the students success. Through trial and error and guidance of mentors and this course, I have gained knowledge on how to test students to their appropriate level. We have seen over the last three weeks that the most important aid and resource we can utilize is our students themselves. As we testing our students and getting to know them as learners, we must take our tests and assessments to a personal level and allow for optimal success. 


How do you do this?


In the readings we have been given guidelines and maps to ask the right questions. Before we can ask the right questions, we have to know who we are asking them to. 

GET TO KNOW YOUR STUDENTS AND THEIR LEARNING STYLES AND SKILL LEVELS!

In my questions that were asked, I used the performance based method to assess my students. In a physical education class that is so diverse in the skills and knowledge level of my students, I felt that it was only fair to have students be graded on their personal performance level. It states in our readings that "some of the skills are best assessed with paper and pencil test. But other skills (such as PE) particularly those involving judgment, critical thinking, and decision making and best assessed with performance testing" (pg. 185). My skills test that are given record all three levels. 

• In the dribbling test, performance testing is based upon the improvement from the beginning of the unit. This not only allows me to have a starting point of where the student is in their skills, it can give them a goal to reach for in self-improvement. This then gives the student a chance to improve on their skills in dribbling also allows them to gain a successful grade in the class if they are willing to work at the skill. 

• In the ball handling skills, performance is once again measure. This time I gave the students a chance to personalize their assessment. Having a choice promotes a sense of pride and ownership which will then promote success in the students grade. I know that when I have a chance to choose how or what I am being graded on, I will give my best effort. Performance based testing promotes affective and social skills. The readings state that "performance tests assess non cognitive outcomes such as self-direction, ability to work with others and social awareness" (pg.188). This is promoting self-direction in that students know their limits and also what they are good at. Self direction will put them in a place to work on the skills that need improvement on so they can receive a good grade. 

• The Mikan Layup drill will too assess performance. Having a rubric that is given to the students at the beginning of the unit will allow them to know ahead of the testing what they need to work on. On page 195 the readings state that a successful rubric "Gives the requirements for the task without reveling the solution". In my rubric it will tell the student how many shots need to be made for a specific grade. Having the rubric before the test and many opportunities to practice in the class, the students will have many opportunities to be successful in the test. 

• The written test question about shooting form utilizes an objective testing form. It uses a Matching form in the BEEF acronym and then asked to have students explain. This allows students to use higher level thinking and placing a high standard on the test question. When reading chapter 7 the authors give us guidelines for writing test items. Item 2 states that the test must "match items to intended outcomes at the proper difficulty level to provide a valid measure" (pg.152). The proper shooting form outcome will be taught in the class and then practiced. Students will have many opportunities to practice skills on a physical level now they will portray their knowledge onto paper with the written exam. 

• Having an essay question that ties together the whole unit on a personal level for each student allows me as the teacher to see if the students not only grasped knowledge on basketball, but also if they grew in their knowledge and skill levels. I utilized an Extended response essay. In chapter 8 the readings state that "the essay allows the student to determine the length and complexity of the response," "this is mostly useful at the synthesis of evaluation levels" (pg. 160). This is my goal of the essay. I want students to have a personal feel to the end evaluation of the unit. It is not my goal to see how long a student can write, but to evaluate them on a personal level. 

Kubiszyn, T. & Borich, G. (2010). Comparing Norm-Referenced and Criterion-Referenced Tests. 9th ed.

Measurable Learning Outcomes

Learning Goals for Mr. Jansen's Basketball Recreation Class

In basketball rec. class students will gain an understanding of the game of basketball. Skills and game knowledge will be introduced to students so that they can participate in a game of basketball successfully at their level of participation.

Measurable Learning Outcomes 

•  Students will be able to feel comfortable with a basketball in their hands. Ball handling skills will be practiced everyday to allow for students to gain these skills
•     Students will be able to shoot a lay-up from both sides of the basketball hoop.
• Students will be able to dribble a basketball with both hands down and back on a basketball court with theirs eyes up and at a jogging speed.




• Students will be able to provide proper shooting form when shooting a basketball.

Test Questions and Outcomes

• Students will be tested in physical skills test at the end of the month long unit. The first physical skills test will be a timed dribble weave drill through cones. Due to the variety of skill levels in the class, they are competing against themselves. At the beginning of the class each student was tested in the same drill and was recorded by the teacher. They, now having completed many tests and practices will compete against their individual time. If they improve more than 5 seconds they will receive 5 out of 5 points, 4 seconds, 4 out of 5, 3 seconds 3out of 5, 2 seconds 2 out of 5 and 1 second they will receive a 1 out of 5.

• Students will be Tested in a Mikan lay up drill for 30 seconds. The drill consists of shooting a right handed layup and then moving to the left side of the basket and shooting a left handed layup. If the student makes or misses the layup, they must move to the opposite side of the basket. They will be timed and must record how many shots they make during the course of the time limit. Each student will be timed the same and graded off a rubric that is presented to them at the beginning of the unit so that they can have time to practice and improve as the unit moves along.

• Students will be tested by the teacher in the area of ball handling. Each day in the class students practiced ball handling by instruction of drills from the teacher. They were introduced to 30 different drills during the unit. Students must successfully complete 25 out of 30 in front of the teacher to receive an A. 20 out of 30 for a B. 15 out of 30 for a C, and 10 out of 30 for a D. They will each have a check list to record their skills as they complete each one in front of the teacher. They may have as many chances as they need to complete the task as long as we are still in the unit.

• Students will be given a written exam and ask to explain the proper shooting form. Which will be taught in the acronym BEEF (balance, eyes, elbow, follow through). Students must correctly label and explain what each letter is and why it is important to the success of proper shooting form.

ESSAY

• Over the course of the basketball unit we have learned many rules of the game, skills that will help improve your play, and tactics that will allow for success on the basketball floor. In your opinion, what are the five most important rules, skills, or tactics that you have learned in this unit that will allow you to be the best basketball player you can be, and explain why each one has a place in the success of basketball. You will be graded on your depth and ability to explain your answers, not on what rules, skills, or tactics you choose.