Health Education Sample Rubrics - · PDF file• I am glad that I’m done. ... Scoring Rubric for Analyzing Influences ... Health Education Sample Rubrics 4 2

Health Education Sample Rubrics

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Example: Student Rubric — Concepts

It’s a 4 if: • I showed facts that are all correct. • I covered everything important. • I have shown that I really understand. • I have provided some new ideas based on what I learned. • I see fireworks—the message is clear and bright!

It’s a 3 if: • I added lots of facts—but I am not sure if everything is absolutely true. • I covered everything important. • I have shown that I really understand. • I have provided at least one new idea based on what I learned.

It’s a 2 if: • I am not sure my facts are true. • I need more details. • I really don’t see the light. • I had trouble thinking of ideas. • I am still searching!

It’s a 1 if: • I did very little. • I tried, but really didn’t get it. • I didn’t understand. • I didn’t include facts. • I am glad that I’m done.

© 1997 Council of Chief State School Officers. All Rights Reserved. Used with permission.

! !



Concepts Rubric The basic foundation of all of the Colorado health skills is the ability to comprehend concepts. Students should be able to obtain accurate, reliable, and credible knowledge to use to maintain or develop healthy behaviors. Although a curriculum that is only based on concepts will not change health behaviors, the pairing of this standard with the other skill standards will bring about the desired change in student health practices. Concepts can be assessed according to depth and/or breadth of understanding. !!

Rating Description

Above Mastery 4 The response demonstrates an accurate and complex knowledge level of the information. Students are able to show a strong connection between “what” and “how” or “why” with behavior and health.

Mastery of Grade Level Standards

3 The response demonstrates a mostly accurate knowledge level of the information. There may be some minor inaccuracies or omissions. Students may show some connections between “what” and “how” or “why” with behavior and health.

Approaching Mastery 2 The response demonstrates some accurate knowledge of the information. There may be incomplete or significant inaccuracies. The student may attempt to show connections between “what” and “how” or “why” with behavior and health, but the conclusion is incomplete or flawed.

Novice 1 The response demonstrates very little accurate knowledge of the information. There are significant inaccuracies and no connection is made between behavior and health.

! This example demonstrates connections between behavior and health. !

4 Smoking is unhealthy for you because chemicals, like benzopyrene, get into the lungs and affect the cells ability to divide correctly, which may cause cancer. Cancer is a disease that keeps my lungs from working well, and I won’t be able to do athletics or be active. I might have surgery or take chemotherapy drugs, which will affect my quality of life.

Student demonstrates a complex relationship between “what” and the “how” and/or “why.”

3 Smoking is unhealthy for you because it causes cancer of the lung. Cancer can keep you from doing things and could kill you.

Students demonstrates a relationship between “what” and the “how” and/or “why.”

2 Smoking gives you cancer. An attempt is made to connect health and behavior.

1 Smoking is bad. No connection made between health and behavior.



CCSSO-SCASS Health Education Holistic Scoring Rubrics

Concepts Rubric Skills Rubric 4 The response is complex, accurate,

and comprehensive, showing breadth and depth of information; relationships are described and conclusions drawn.

4 The response shows evidence of the ability to apply health skills; the response is complete and shows proficiency in the skill.

3 The response identified relationships between two or more health concepts; there is some breadth of information, although there may be minor inaccuracies.

3 The response shows evidence of the ability to apply health skills; the response is mostly complete but may not be fully proficient.

2 The response presents some accurate information about the relationship between health concepts, but the response is incomplete and there are some inaccuracies.

2 The response shows some evidence of the ability to apply health skills. The response may have inaccuracies or be incomplete.

1 The response addresses the assigned task but provides no accurate information about the relationship between health concepts.

1 The response shows little or no evidence of the ability to apply health skills.



Scoring Rubric for Core Concepts - MS/HS CC Students will comprehend concepts related to

health promotion and disease prevention to enhance health. Connections Score Comprehensiveness Score

Completely and accurately describes relationships between behavior and health. Draws logical conclusion(s) about the connection between behavior and health.

4

Thoroughly covers health topic, showing both breadth (wide range of facts and ideas) and depth (details about facts and ideas). Response is completely accurate.

4

Describes relationships between behavior and health with some minor inaccuracies or omissions. Draws a plausible conclusion(s) about the connection between behavior and health.

3

Mostly covers health topic, showing breadth and depth, but one or both less fully. Response is mostly accurate, but may have minor inaccuracies. 3

Description of relationship(s) between behavior and health is incomplete and/or contains significant inaccuracies. Attempts to draw a conclusion about the connection between behavior and health, but conclusion is incomplete or flawed.

2

Minimal coverage of health topic, lacking breadth or showing little to no depth. Response may show some inaccuracies.

2

Inaccurate or no description of relationship(s) between behavior and health. Inaccurate OR no conclusion drawn about the connection between behavior and health.

1

No coverage of health topic information. Little or no accurate information. 1

Goals or Action: Core Concepts Score: ______



Scoring Rubric for Concepts – Elementary School CC Students will comprehend concepts related to

health promotion and disease prevention to enhance health. Connections Score Comprehensiveness Score

I have described ALL of the connections between my health and my behavior. I have drawn logical conclusions. 4

I thoroughly covered the health topic, by providing a wide range of facts and ideas and details about facts and ideas. My facts are completely correct.

4

I have described most of the connections between my health and my behavior. I have drawn reasonable conclusions. 3

I provided most of the facts and ideas about the health behavior, as well as details about most of the facts and ideas. My facts are mostly right.

3

I have described a few of the connections between my health and my behavior. I have tried to draw a conclusion, but my conclusion might be incomplete or wrong.

2

I provided a few facts and ideas about the health behavior, but I haven’t provided much detail about facts and ideas. The health information I provided might not be completely right.

2

I haven’t described the connections between my health and behavior. I haven’t included a conclusion.

1 I haven’t provided any facts and ideas about the health behavior. The health information I provided might be wrong.

1

Goals or Action: Core Concepts Score: ______





Analyzing Influences Skills Rubric

Analyzing influences is a skill that has students examine how two types of influences affect their behavior. The first is outside influences. These include family, friends, movies, culture, television, music, and technology, such as the Internet. The other influence is internal. This includes curiosity, desires, fears, perceived social norms, and interests. These influences can be positive or negative. This skill challenges students to understand how these influences affect their health and behavior towards various situations. Skill Model:

Rating Description

Above Mastery 4 Fully recognizes relevant influences--both internal and external. Accurately and completely explains how the influence impacts them personally, their family, and/or their community. Able to choose positive influences and provide strategies to protect themselves from negative influences.


3 Recognizes relevant influences and includes both internal and external. Provides a general explanation of how the influences impact them personally, their family, and/or their community. Able to choose positive influences, and attempts to provide strategies to protect themselves from negative influences.

Approaching Mastery

2 Recognizes the influences, but may not include both internal and external. Does not provide an effective explanation of how the influence affects them personally, their family, and/or their community.

Novice 1 No relevant influences are identified. Explanation is missing or a misunderstanding of the impact of the influence.

Notes: The key word for student work scoring a 4 is impact. The student needs to recognize and state an influence. Higher-level thinking skills require the student to analyze, evaluate, and interpret this influence on health. Classroom activities must focus on the exploration of internal (curiosity, fear, interest, etc.) and external (media, culture, peer, ethnic, societal, etc.) influences.

Identify Influences

(Internal and External

Evaluate Influences

Make a Positive Choice

Protect from Negative

Influences



Scoring Rubric for Analyzing Influences - MS/HS INF

Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behavior.

Accurately identifies both external and internal influences. Effectively explains how external and internal influences interact to impact health choices and behaviors of individuals, families, and communities. The explanation may include both positive and negative influences.

4

Accurately identifies influences and explains how these influences impact health choices and behaviors of individuals, families, and communities. The explanation may distinguish between external and internal influences, but does not clarify how external and internal factors interact to impact health choices and behaviors.

3

Identifies one or more relevant influences, but does not provide an effective explanation of how the influence(s) impact(s) health choices and behaviors of individuals, families, and communities.

2

Does not identify relevant influences, OR offers no explanation, OR the explanation reveals a flawed analysis of the influences’ impact on health choices and behaviors of individuals, families, and communities. 1

Goals or Action: Analyzing Influences Score: ______



Scoring Rubric for Analyzing Influences – Elementary School INF

Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behavior.

I fully recognized the internal and/or external factors that influence the health behaviors of others and myself. I accurately and completely explained how each influence impacts personal, family and/or community health practices and behaviors. 4

I recognized the internal and/or external factors that influence the health behaviors of others and myself. I gave a satisfactory explanation of how each influence impacts personal, family and/or community health practices and behaviors. 3

I sort of recognized the internal and/or external factors that influence the health behaviors of others and myself, but I did not provide an effective explanation of how the influence(s) impact personal, family and/or community health practices and behaviors. 2

I didn’t recognize the internal and/or external factors that influence the health behaviors of others and myself. My explanation is missing or is not correct. 1

Goals or Action: Analyzing Influences Score: _____





Accessing Information Skills Rubric

Accessing Information is a skill that requires students to be able to gather information on products and services. After the information is gathered, they need to be able to evaluate the information according to its validity (is the information truthful) and its reliability (where did the information come from?). This skill is often the foundation for other skills such as decision-making. This skill can be applied to not only information from other people, but also information gathered from books, magazines, television, and especially the Internet. Skill Model:

Rating Locates Information

Validity Description

Reliability Description

Above Mastery 4 Able to locate very specific sources that are relevant for enhancing health in a given situation.

Thoroughly evaluates each source for validity and appropriateness. May include accessibility and affordability to the given health situation. Clearly and accurately explains why the sources are valid and appropriate.

Identifies specific sources of health information, products, and/or services. Provides complete and accurate citations for the specific source and reasons why they are reliable.


3 Locates general sources that may enhance health in a given situation.

Evaluates the source for validity and appropriateness. Provides a general explanation as to why the sources are valid.

Identifies sources of health information for products and/or services. Citations are mostly accurate and complete.

Approaching Mastery

2 Locates general sources that does not specifically support health-enhancing behaviors in a given situation.

Attempts to evaluate the source, but it is incomplete or is flawed. Does not provide an effective explanation.

Identifies general sources of health information. Sources may be inaccurate or incomplete.

Novice 1 No sources located OR the information does not support health-enhancing behaviors in a given situation.

Evaluation of the source is incorrect. Cannot determine if the source is valid or does not attempt to evaluate the source.

No source is identified.



Notes: To meet this standard, it is important that students learn to give complete citations and understand how to evaluate and identify valid resources. Teaming with the media specialist and English teachers is important. Under reliability, the difference between a 2 and a 3 is the ability to identify a specific source as opposed to a generic source. In order to score a 4 under validity, students must use of critical thinking skills--analysis, comparison, synthesis, and evaluation.



Goals or Action:

Accessing Information Score: ______

Scoring Rubric for Accessing Information - MS/HS

AI Students will demonstrate the ability to access valid information

and products and services to enhance health. Accessing

Health Information

Score Evaluating

Information Sources

Score Locates very specific sources of health information, products, or services especially relevant for enhancing health in a given situation.

4

Clearly and accurately explains the degree to which identified sources are valid, reliable, and appropriate as a result of a thorough evaluation of each source. The explanation includes specific and extensive evaluative criteria for determining validity, reliability, and appropriateness.

4

Locates general sources of health information, products, or services that may enhance health in a given situation.

3

Explains the degree to which identified sources are valid, reliable, and appropriate as a result of an evaluation of each source. However, the explanation does not include extensive or specific evaluative criteria used in determining validity, reliability, and appropriateness of the sources.

3

Locates general sources of health information, products, or services; however, the information does not specifically support health-enhancing behaviors in a given situation. 2

Attempts to explain whether identified sources are valid, reliable, and appropriate; however, the evaluation is incomplete or flawed, OR the explanation is ineffective.

2

No sources located OR the information does not support health-enhancing behaviors in a given situation. 1

Does not attempt to evaluate sources to determine validity, reliability, and appropriateness to the given health situation. No explanation is provided.

1



Scoring Rubric for Accessing Information – Elementary School AI Students will demonstrate the ability to access valid information

and products and services to enhance health. Source Identification Source Validity Score

I identified all of my source(s) of health information, products or school/community services. I completely and accurately stated where I found my source(s).

I thoroughly explained why all of my sources are appropriate to the given health situation. My explanation is complete and accurate.

4

I identified most of my source(s) of health information, products or school/community services. I usually stated where I found my source(s).

I provided a satisfactory explanation of why most of my sources are appropriate to the given health situation. My explanation is accurate. 3

I identified some of my source(s) of health information, products or school/community services. In general, I stated where I found my source(s).

I tried to explain why some of my sources are appropriate, but it may not be complete or accurate. I could have provided a better explanation. 2

I didn’t state or say where I found my sources.

It’s not clear that the source I used is appropriate—OR—I didn’t attempt to explain how the sources were appropriate to the given health situation. 1

Goals or Action:

Accessing Information Score: ______





Interpersonal Communications Skills Rubric There are many different strategies and types of communication skills that fit under interpersonal communication. The main goal of this skill is to give students tools to strengthen their interpersonal communication skills in order to reduce or avoid conflict, resist pressure, or convey health needs, ideas or beliefs to enhance health. Interpersonal communication skills should be assessed based on general communication techniques (behaviors) such as eye contact, appropriate body language, respectful tone, clear messages, attentive listening, as well as specific skills. These skills will be used for specific purposes, negotiation, refusal, conflict management, or advocacy. All have unique skill sets that will need to be assessed. Students will need to practice specific skill based on the situation and intended outcome. Below you will find potential steps for specific communication skills. The ones listed below are just an example of one way to teach the steps. Refusal Skills:

Conflict Resolution Skills:

Active Listening Skills:

I - Message Skills:



Interpersonal Communication Skills Rubric

Rating Description

Above Mastery 4 Thoroughly uses appropriate communication techniques and skills to effectively convey or exchange information to enhance the health of self and others. The results are highly effective and the student demonstrates a high level of self-efficacy in using the skill.


3 Uses appropriate communication techniques and skills to organize and convey or exchange information about health needs, ideas or beliefs to enhance the health of self and others. The results are effective, but may have some omissions.

Approaching Mastery

2 Attempts to use communication techniques and skills to enhance the health of self and others, but they may be ineffective or ineffectively used.

Novice 1 Little or no evidence of the ability to convey or exchange information, ideas or beliefs about health. Does not use appropriate techniques or skills to enhance the health of self and others.

Notes: This rubric can be used for a variety of skills that fall under Interpersonal Communication. Because this standard involves many different skills, the teacher needs to make sure they identify the appropriate strategies they are actually assessing. Students need to be aware of what it is exactly they are being asked to do. Students will need to show the ability to select and use the appropriate strategies in different situations and demonstrate how the effective use of selected skills enhances health. This standard may overlap to some degree with Self-Management and Decision-Making.



Scoring Rubric for Interpersonal Communication - MS/HS IC

Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

Communication Strategies* Score Uses appropriate verbal/nonverbal communication strategies in a highly effective manner (in a given situation with a particular audience) to enhance health or avoid/reduce risk for the health of self and others.

4

Uses appropriate verbal/nonverbal communication strategies in a generally effective manner (in a given situation with a particular audience) to enhance health or avoid/reduce risk for the health of self and others.

3

Uses verbal/nonverbal communication strategies effectively, but the strategies may be inappropriate for a given situation or a particular audience, OR the use of the selected strategy may be ineffective. In either case, the effect may not enhance health or avoid/reduce risk for the health of self and others.

2

Uses inappropriate verbal/nonverbal communication strategies to the given situation and particular audience, OR the communication strategies are used ineffectively. In either case, the effect will not enhance health or avoid/reduce risk for the health of self and others.

1

*This rubric can be used to assess a variety of communication skills and strategies, including:

Skill Sets Behaviors • Negotiation skills • Eye contact • Clear message • Attentive listening • Refusal skills • Body language • “I” messages • Re-stating other points of view • Conflict

management skills • Respectful tone • Expressing needs, wants, and feelings • Suggesting an alternative

• Advocacy skills Goals or Action: Interpersonal Communication Score: ______



Scoring Rubric for Interpersonal Communication – Elementary School IC Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or

reduce health risks. Communication Strategies

I used all of the appropriate verbal communication and body language strategies* to enhance the health of myself and others extremely well:

4

I used mostly appropriate verbal communication and body language strategies* to enhance the health of others and myself.

3

I tried to use verbal communication and body language strategies* to enhance the health of others and myself. I may have used an inappropriate strategy, or I did not use the strategies very well.

2

I rarely or never used appropriate verbal communication or body language strategies* to enhance the health of myself and/or others. I didn’t maintain a healthy limit.

1

*This rubric can be used to assess a variety of communication skills and strategies, including:

Skill Sets Behaviors • Negotiation skills • Eye contact • Clear message • Attentive listening • Refusal skills • Body language • “I” messages • Re-stating other points of view • Conflict

management skills • Respectful tone • Expressing needs, wants, and feelings • Suggesting an alternative

• Advocacy skills Goals or Action: Interpersonal Communication Score: ______





Decision-Making Skills Rubric Decision-making skills allow us to sort through a problem, identify some healthy alternatives, evaluate whether those alternatives will be good or bad, and then act and reflect on the situation. This process can lead to lifelong healthy behaviors. Students can learn how to demonstrate the steps used in making a good, healthy decision which will enhance their quality of life. Skill Model:

Rating Description

Above Mastery 4 Reaches a health enhancing decision using the decision making process. Student examines a comprehensive set of alternatives and fully evaluates the positive and negative outcomes for each alternative. Student show appropriate reflection on the decision that was made.


3 Reaches a health enhancing decision. The decision making process is complete and includes all of the steps.

Approaching Mastery 2 Reaches a health enhancing decision. The decision making process is incomplete or not accurate. Their reason for their final decision may be vague or incomplete.

Novice 1 Does not reach a health enhancing position. Using the steps of decision-making is not evident.

Notes: Teachers may need to adapt this rubric based on the particular steps or process used to teach decision-making.

To receive a 4, all steps must be included, developed and examined.

A process that contains all of the steps, but is somewhat incomplete, will receive a score of a 3.

If the process shows problems or major omissions within a step, the score will be lowered to a score of a 2.

Students must conclude with a health-enhancing decision. If it is not, then they will receive a score of a 1.

IdentifyDecision

IdentifyPossible Outcomes

MakeDecision

BrainstormOptions

ReflectOn Decision



Scoring Rubric for Decision-Making – MS/HS DM

Students will demonstrate the ability to use decision-making skills to enhance health. Use of a Decision-Making Process Score

Reaches a health-enhancing decision using a decision-making process consisting of the following steps: Identifies a situation that poses a health risk. Examines a comprehensive set of alternative courses of action. Effectively evaluates the positive and negative health consequences of each alternative course of action. Decides on a health-enhancing course of action.

4

Reaches a health-enhancing decision using a decision-making process consisting of the following steps: Identifies a situation that poses a health risk. Examines some alternative courses of action. Evaluates some of the positive and negative health consequences of alternative courses of action. Decides on a health-enhancing course of action.

3

The decision-making process is incomplete or contains flaws. For example: May not identify a situation that poses a health risk. Does not examine alternative courses of action. Fails to fully or effectively evaluate the positive and negative health consequences of alternative courses of action. Presents a course of action that is vague, incomplete, or unlikely to enhance health.

2

Does not reach a health-enhancing decision due to an ineffective decision-making process. Steps of the decision-making process are ineffectively used or not evident.

1

Goals or Action: Decision-Making Score: ______



Scoring Rubric for Decision-Making – Elementary School DM

Students will demonstrate the ability to use decision-making skills to enhance health. Use of a Decision-Making Process Score

I reached a healthy decision by using a decision-making process consisting of the following steps: Identifies a situation that is risky. Describes a comprehensive set of things I could do in the situation. Fully explains the pros and cons of each course of action. Makes a healthy decision.

4

I reached a healthy decision by using a decision-making process consisting of the following steps: Identifies a situation that is risky. Describes some of the things I could do in the situation. Explains some of the pros and cons of each course of action. Makes a healthy decision.

3

I reached a healthy decision, but my decision-making process is incomplete or contains flaws. For example, it: May or may not identify a risky situation. Does not explain the different things I could do in the situation. Fails to explain the pros and cons of the different courses of action. Make a decision that appears to be healthy, but doesn’t explain it very well.

2

I did not reach a healthy decision due to an ineffective decision-making process. My steps of the decision-making process are not clear.

1

Goals or Action: Decision-Making Score: ______





Goal Setting Skills Rubric Goal setting skills allow students to identify and accomplish goals that will lead to healthy behaviors. Goals allow students to take control of their own lives and strive for healthy outcomes. When a student reaches a goal it gives them a sense of empowerment and self confidence that can carry over to their adult lives. Skill Model:

Rating Description

Above Mastery 4 Goal is identified and explicitly states a long-term health benefit. The goal is achievable in the time given. The steps are logical, sequential, and very complete. There is a process for assessing progress towards the goal. Student adequately solves problems and makes logical modifications to their goal so that success is attainable.


3 Goal is identified and it references long-term health benefits. The goal is achievable in the time given. The steps are logical, but may be somewhat incomplete. There is also a process for assessing progress towards the goal. Student may attempt to solve problems that arise when working on the goal.

Approaching Mastery

2 Goal is identified, but there is no reference to the long-term health benefit. The goal may be unrealistic. Many of the steps have insufficient information to assess progress towards reaching the goal. Students may give up when problems arise.

Novice 1 No clear goal identified. No goal setting plan is stated, or the plan is vague or unrealistic.

Notes: Depending on the curriculum, this rubric may need to be adapted. Students must make a clear and concise statement of a health-enhancing goal. Next, they must outline a plan to reach that goal. To achieve a 4, the plan must be achievable, logical, sequential, and evaluative. A plan that contains all steps, but is somewhat incomplete scores a 3 Any major omissions scores a 2; not health-enhancing scores a 1.!

Identifya Goal

ReflectionsMakeAction Plan

IdentifyProblems



Scoring Rubric for Goal-Setting - MS/HS GS GS Students will demonstrate the ability to use goal-setting skills to enhance health.

Goal Statement Score Goal Setting Plan Score Clear and complete goal statement that explicitly states health benefits. The goal is achievable and will result in enhanced health. 4

The goal-setting plan: • Is complete—all important steps are included. • Follows a logical, sequential process. • Includes a process for assessing progress.

4

Goal statement that suggests or implies health benefits. The goal is achievable and will result in enhanced health.

3

The goal-setting plan: • Is complete—all important steps are included. • Follows a sequential process but may contain minor flaws. • Includes a process for assessing progress but could be

incomplete.

3

Goal statement, but with no reference to health benefits. The goal may be unrealistic or unlikely to lead to health benefits.

2

The goal-setting plan may be incomplete or difficult to implement because of one or more of the following: • Does not include all important steps. • Does not follow a logical, sequential process. • Does not include a process for assessing progress.

2

No clear goal statement, OR the goal will not enhance health.

1 No goal-setting plan is stated, OR the plan is vague, illogical, or unrealistic. 1

Goals or Action: Goal-Setting Score: ______



Scoring Rubric for Goal-Setting Elementary School GS Students will demonstrate the ability to use goal-setting skills to enhance health.

Goal Statement Score Goal Setting Plan Score My goal statement is clear and complete and the goal statement clearly states its long-term health benefits. 4

My goal-setting plan includes:

A reachable goal, directly linked to long-term health benefits. Logical steps in the right order. A complete plan for determining if I reached my goal.

4

My goal statement is clear and complete and suggests long-term health benefits. 3

My goal-setting plan includes:

An achievable goal. Logical steps, but not all of the steps. A plan for determining if I reached my goal, but I may have missed some steps.

3

My goal statement is clear and complete, but does not mention long-term health benefits.

2

My goal-setting plan is incomplete because of one or more of the following:

An unrealistic goal or one that is not healthy. No steps to reach my goal. No plan for determining if I have reached my goal.

2

I didn’t include a clear goal statement. 1 I don’t have a goal-setting plan. 1 Goals or Action: Goal-Setting Score: ______





Self-Management Skills Checklist This standard involves having students practice health-enhancing behaviors. This may include a wide variety of skills and strategies. Some examples are eating healthy, creating a fitness plan, how to deal with stress, brushing your teeth, washing your hands, and first aid skills, to name a few. Self-management encourages students to take responsibility for their health by demonstrating behaviors that reduce health risks and improve personal health. Because many of these skills are strategies rather than steps to a skill, the use of a performance checklist is sometimes more effective to assess student’s progress in mastering the skill. Self-management can also be looked at through the lens of application of skills and self-assessment. Students can use a rubric to determine the level to which they transfer health skills into the real world setting to improve health. For example students could track their use of communication skills and assess the level that they are managing those skills. Here is an example of stress management techniques and a checklist for transfer.

Stress Management Strategies:

Checklist Directions: Briefly describe the situation in the top row. Then check which technique or techniques you used. Finally, explain if the technique was effective.

Stressful Situation Description

Techniques Used

Exercise

Relaxation

Talking

Positive Thinking

Other _____________

Exercise

Relaxation

Talking

Positive Thinking

Other _____________

Result of Using the Technique

Strategy #1 Exercise • Running • Lifting

Weights • Playing Sports

Strategy #2 Relaxation Techniques • Music • Yoga • Breathing

Strategy #3 Talk to Someone • Friend • Trusted Adult • Journaling

Strategy #4 Positive Self-Talk/Thinking • Affirmations • List positive

strengths



Other forms of a checklist may include:

Steps to Proper Hand Washing

! Wet hands with water (1 pt) ! Apply hand wash (soap) (5 pts) ! Lather and wash for AT LEAST 15

seconds (5 pts) ! Rinse both sides of hands with water

(2 pts) ! Dry hands and shut off faucet with

towel (2 pts)

Comments: ____________________________________________________________________

Steps for Controlling Bleeding

! CHECK the scene to make sure it is safe. ! CHECK the victim. ! Reassure the victim that you are going to

help. ! Cover the wound with a sterile dressing

and apply direct pressure. ! Avoid touching blood or body fluids by

wearing disposable gloves. ! Cover dressing with a roller bandage. If the bleeding does not stop— ! Apply additional dressings and bandage

and apply more pressure. ! Call or have someone else CALL 9-1-1 or

the local emergency number. ! Care for shock.

4 All steps completed in the correct order with perfect technique

3 All steps completed; may be out of order; technique is acceptable

2 Missing some steps or inaccuracies in technique

1 Missing a significant number of steps and or technique is poor

Comments: ______________________________________________________________________

Self-Management for Decision Making Over several days student track decisions related to a health topic and identify if they addressed each of the steps to the decision-making model.

Date Decision Step 1 Step 2 Step 3 Step 4 Step 5

Comments: ___________________________________________________________________________

Self-Assessment Check List for Behavior

! I listened to the teacher when she

was giving directions ! I listened to classmates when they

were sharing ! I cooperated with my classmates ! I tolerated the behavior of my

classmates most of the time ! I took care of the materials I used

today ! I contributed to class discussions Comments: __________________________________ __________________________________________________________



Scoring Rubric for Self-Management – MS/HS SM Students will demonstrate the ability to practice health-enhancing behaviors

and avoid or reduce health risks. Application (Transfer) Score Self-monitoring and Reflection Score

• Consistently initiates health-enhancing behaviors to avoid or reduce risks without prompts or cues.

• Applies learned concepts and skills appropriately and effectively in new situations to enhance health and avoid or reduce risks.

4

• Consistently monitors actions and makes adjustments as needed.

• Openly accepts feedback and makes adjustments as needed.

• Consistently able to self-assess, reflect on, and take responsibility for one’s actions.

4

• Usually initiates health-enhancing behaviors to avoid or reduce risks without prompts or cues.

• Applies learned concepts and skills appropriately and effectively in most new situations to enhance health and avoid or reduce risks.

3

• Usually monitors actions and makes adjustments as needed.

• Is open to feedback and willing to make adjustments as needed.

• Usually self-assesses, reflects on, or takes responsibility for one’s actions.

3

• Rarely initiates health-enhancing behaviors to avoid or reduce risks without prompts or cues, OR requires prompts, cues, and reminders to initiate health-enhancing behaviors.

• Seldom applies learned concepts and skills appropriately and/or effectively in new situations.

2

• Rarely monitors actions and makes needed adjustments. • Rarely accepts feedback and makes needed adjustments. • Rarely self-assesses, reflects on, or takes responsibility for

one’s actions. 2

• Never initiates health-enhancing behaviors to avoid or reduce risks without prompts or cues, OR requires prompts, cues, and reminders to initiate health-enhancing behaviors.

• Unable to, or does not, apply learned concepts and skills to new situations.

1

• Does not monitor actions. • Fails to accept feedback and does not make adjustments. • Does not self-assess, reflect on, or take responsibility for

one’s actions. 1

Goals or Action: Self-Management Score: ______



Scoring Rubric for Self-Management – Elementary School SM Students will demonstrate the ability to practice health-enhancing behaviors

and avoid or reduce health risks. Application (Transfer) Score Self-monitoring and Reflection Score

• Consistently demonstrates health-enhancing behaviors without prompts or cues.

• Applies learned concepts and skills appropriately and in new situations. 4

• Consistently monitors actions and makes adjustments as needed.

• Openly accepts feedback and makes adjustments as needed.

• Consistently able to self-assess, reflect on, and take responsibility for one’s actions.

4

• Usually demonstrates health-enhancing behaviors without prompts or cues.

• Applies learned concepts and skills appropriately and effectively in most new situations. 3

• Usually monitors actions and makes adjustments as needed.

• Is open to feedback and willing to make adjustments as needed.

• Usually self-assesses, reflects on, or takes responsibility for one’s actions.

3

• Rarely demonstrates health-enhancing without prompts or cues, OR requires prompts, cues, and reminders to initiate health-enhancing behaviors.

• Seldom applies learned concepts and skills appropriately and/or effectively in new situations.

2

• Rarely monitors actions and makes needed adjustments. • Rarely accepts feedback and makes needed adjustments. • Rarely self-assesses, reflects on, or takes responsibility for

one’s actions. 2

• Never demonstrates health-enhancing without prompts or cues, OR requires prompts, cues, and reminders to initiate health-enhancing behaviors.

• Unable to, or does not, apply learned concepts and skills to new situations.

1

• Does not monitor actions. • Fails to accept feedback and does not make adjustments. • Does not self-assess, reflect on, or take responsibility for

one’s actions. 1

Goals or Action: Self-Management Score: ______

Lara Peck

Text





Advocacy Skills Rubric Advocacy skills are important for students because they promote healthy norms and behaviors. By using advocacy skills, students are able to take a stand on a health issue. Next they are able to research the issue in order to support their position with accurate information. Advocacy can either be for themselves, or for their families, friends and communities. This skill also includes being able to help peers make healthy choices, use social norms to develop a health message, and adjust that message for a specific audience Skill Model:

Rating Description

Above Mastery 4 • Extremely clear, health-enhancing position. • Thoroughly supports the position using accurate and relevant facts. • Strong awareness of the targeted audience and the use of an • appropriate vehicle to deliver the message. • Displays a strong and passionate conviction for a healthy position. • Clear reflection on the effectiveness of the message and outcome.


3 • Generally clear and health enhancing position. • Adequate and mostly accurate facts to support the position. • Adequate awareness and vehicle to attract a targeted audience. • Displays conviction for a position. • Reflection is evident on message and outcome

Approaching Mastery

2 • Unclear or conflicting position. • Inadequate or inaccurate facts to support the position. • Some evidence of a targeted audience. • Minimal conviction in the message. • Reflection on the message is not clear • Reflection is evident but may lack specificity

Novice 1 • No position stated or it is not healthy. • No accurate or relevant facts to support the position. • No evidence of a targeted audience. • Lacks conviction in the message. • Lacks any reflection on the effectiveness

Clearly Identify the

Health Enhancing

Position

Research the Topic

Identify the Audience and

Delivery

Develop and Deliver the Message

Reflection



Notes: When scoring advocacy, students may score on different levels for each category. For example, they may score a “3” for displaying conviction of a position and they may score a “2” for evidence of a targeted audience. The final score is based on an overall rating. When demonstrating health advocacy, students must show the ability to influence and support others in making positive health choices. A student who advocates a position that is not health enhancing can score no higher than a 1.



Scoring Rubric for Advocacy – MS/HS AV Students will demonstrate the ability to advocate for personal, family, and community health.

Health-enhancing Position Score Support for Position Score Audience Awareness Score Conviction Score

Extremely clear, health-enhancing position

4

Thoroughly supports position using relevant and accurate facts, concepts, examples, and evidence.

4

• Strong awareness of the target audience (e.g., their background, perspective, interests).

• Word choice, tone, examples, graphics, etc., are well suited to target audience.

4

Displays strong and passionate conviction for position.

4

Generally clear, health-enhancing position.

3

Adequately supports position using facts, concepts, examples, and evidence; support may be incomplete and/or contain minor inaccuracies.

3

• Awareness of audience is evident.

• Word choice, tone, examples, graphics, etc., are appropriate for the target audience.

3

Displays conviction for position.

3

Unclear or conflicting positions.

2

Inadequately supports position. Facts, concepts, examples, or evidence used contain significant inaccuracies and/or have little relevance.

2

• Some awareness of audience may be evident; however, word choice, tone, examples, graphics, etc., are not always appropriate for the target audience.

2

Displays minimal conviction for position.

2

No position stated, OR position is not health-enhancing.

1

No accurate or relevant support for position is provided.

1

• No evidence of audience awareness.

• Word choice, tone, examples, graphics, etc., are not appropriate for the audience.

1

No conviction for position is evident.

1

Goals or Action: Advocacy Score: ______



Scoring Rubric for Advocacy — Elementary School AV NHES #8: Students will demonstrate the ability to advocate for personal, family, and community health.

Health-enhancing Position Score Support for Position Score Audience Awareness Score Conviction Score

My pro health position is extremely clear.

4

I thoroughly support my position by using correct facts and examples.

4

I have demonstrated strong awareness of the target audience (e.g., I understand the audience’s beliefs, interests, and prior knowledge).

4

I express a strong and passionate argument for my position in my presentation.

4

My pro health position is somewhat clear.

3

I satisfactorily support my position by using facts and examples. However, my support may be incomplete and/or incorrect.

3

I demonstrate a good awareness of the audience.

3

I argue for my position, but my presentation isn’t very passionate.

3

I gave unclear or conflicting positions.

2

I didn’t support my position very well. I haven’t included many facts or examples and/or most are not correct.

2

I demonstrate some awareness of the audience.

2

I express some argument for my position, but am not as persuasive as I could be.

2

I didn’t state a position OR my position is not pro health.

1

I provided no correct information or examples to back my position.

1

I don’t demonstrate an awareness of the audience.

1

I don’t express an argument for my position.

1

Goals or Action: Advocacy Score: ______

Documents

Health Education Sample Rubrics - · PDF file• I am glad that I’m done. ... Scoring Rubric for Analyzing Influences ... Health Education Sample Rubrics 4 2