Health Education Assessment Development Knowledge vs Understanding

Health Education Assessment Development

Knowledge vs. Understanding ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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Assessment Development ,[object Object],[object Object],[object Object]

Role Play - advocating for a friend not to smoke in home You are at a restaurant and someone at the table next to you starts smoking how would you advocate for them to stop smoking? NHES 8 Students will demonstrate the ability to advocate for personal, family, and community health Worksheets outlining the steps and considerations to advocacy Identify from a list of scenarios the mistakes that students made when trying to advocate for someone to not smoke Evidence Source Performance Task 1 Evidence Source Performance Task 2 Evidence Source Other Evidence Task 3 Evidence Source Other Evidence Task 3 Multiple Forms of Assessment

A Continuum of Assessment Checks for Understanding Observation and Dialogue Performance Events Quizzes and Tests Performance Tasks Formal Informal From: National Health Education Standards Second Edition Achieving Excellence, 2007

Forms of Evidence (Assessments) ,[object Object],[object Object],[object Object],[object Object],[object Object]

Forms of Evidence (Assessments) ,[object Object],[object Object]

Health Education Performance Assessment Item Development

Steps in Designing Student Assessments ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Step 1: Identify the content and/or skill standards to be assessed ,[object Object],Concepts (What a student should know) Skills (What a student should be able to do)

from Understanding By Design by Grant Wiggins and Jay McTighe, 1998 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Worth being familiar with Important to know and do “ Enduring” understanding

Step 2: Consider Facets of Understanding ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Step 2: Consider Multiple Intelligences ,[object Object]

Step 3: Construct the performance prompt or item ,[object Object],[object Object],[object Object],[object Object]

Step 4: Determine Criteria for Success ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Step 5: Construct diverse forms of other evidence ,[object Object],[object Object],[object Object]

Step 6: Construct/Identify formative assessments and student self-assessments ,[object Object],[object Object],[object Object],[object Object],[object Object]

Step 7: Evaluate Assessment (page 17) ,[object Object],[object Object]

Health Education Assessment Development Knowledge vs Understanding

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Health Education Assessment Development Knowledge vs Understanding