sample high school health i assessments

SAMPLE HIGH SCHOOL

HEALTH I ASSESSMENTS

Overview

COMAR 13A.04.18.01 requires local school systems to provide a comprehensive

health education program that aligns with the State Framework. This document serves

as a sample of standards-based assessments for the high school level II course. The

responsibility for making specific curriculum decisions resides with local education

agencies in accordance with §4-111(a) (1) of the Education Article, Annotated Code of

Maryland.

Sample High School Health I Assessments │ February 2022

Health I Assessments

Table of Contents

Table of Contents ................................................................................................................... 1

Health 1 Summative Assessment Options ................................................................................. 2

Option 1: Health Education Leader ............................................................................................ 3

Assessment Criteria: .............................................................................................................. 5

Option 2: Learning Portfolio........................................................................................................ 7

Assessment Criteria: .............................................................................................................. 8

Analyzing Influences for Mental Health and Well-Being ............................................................. 9

Assessment Criteria: .............................................................................................................10

Accessing Valid & Reliable Information to Support Healthy Eating ............................................11

Assessment Criteria: .............................................................................................................11

Decision Making that Affects Alcohol & Other Drug Use ...........................................................12

Assessment Criteria: .............................................................................................................12

Self-Management Skills to Improve Health Outcomes ...............................................................13

Assessment Criteria: .............................................................................................................13

Communication for Healthy Relationships .................................................................................14

Assessment Criteria: .............................................................................................................14

Sample High School Health I Assessments │ February 2022

Health 1 Summative Assessment Options

There are two options for the Health 1 Summative Assessment:

1) Health Education leader

2) Learning Portfolio

You can adapt these assessments in any way that best fits your needs; however, here are some

considerations:

● The Health Education leader may be most useful if you would prefer a cumulative assessment

rather than the mini-assessments and a cumulative assessment. The Learning Portfolio

assessment may be best if you would like to do all the mini-assessments and a final assessment.

● The Health Education leader assignment may take more than the 4 lessons allotted for the

project at the end of the course depending on what you decide for the scope of the project. The

version of the project included here is truly cumulative and comprehensive and requires

students to demonstrate all skills covered in Health 1.

● You may introduce either project early in the course and provide time for students to work on

different aspects of the project during the course. For example, if you use the Health Education

leader assignment, rather than the mini-assessments, you could use the days in the scope and

sequence that are allotted to the mini-assessments as days for students to work on parts of

their Health Education leader assignment that correspond with that unit. If you use the Learning

Portfolio Assignment, you could have one or two lessons in the middle of the course where

students work on their learning portfolio for whatever skills they have covered to that point.

● You may choose to modify the Health Education leader assessment to cover fewer skills.

Perhaps choosing skills that you feel are most important for your students or that they need the

most practice with. Or perhaps you decide to use some of the mini-assessments and then use

the Health Education leader assignment as a way to evaluate the skills that you measure with

the mini-assessment.

● We have intentionally designed the assessments so that students have a lot of input and

ownership into the final products. You may need to provide more guidance or more specific

options for your students.

● We have also designed the assessments so that you can evaluate each skill separately to ensure

you are able to provide students with feedback and a grade for each of the National Health

Education Standards and so that students have to demonstrate content knowledge in the core

topic areas.

● We have designed a rubric that may be adjusted to meet your needs and the practices in your

department/school. You can add point values to each column, can add columns as needed, etc.

Sample High School Health I Assessments │ February 2022

Option 1: Health Education Leader

Congratulations! Now that you have reached the end of Health 1, you are a health education

leader. You have acquired the functional knowledge and skills to be able to support your

personal health and well-being and to help others support their health and well-being.

For your final assessment, you are going to use the skills and knowledge that you gained in class

(your expertise) and your leadership skills to teach others about the key skills and content that

we have covered over the course. Since you are the leader, you are going to get a lot of voice

and choice in this assignment in who you share your expertise with and how you share it.

Here is what you need to do . . .

1. Determine who you want to share your expertise with. Do you want to share it with a

family member? A friend? A 9th grader at another school? A younger sibling? A middle

schooler?

Next, you need to review each of the units we covered this year (except for First Aid & CPR) and

fill in the planning worksheet to help you figure out what functional information (remember

this is information that is relevant and useful to your intended audience) you want to share,

and you need to determine how you would model the skill (showing the skill performed

effectively) for your audience.

Here are the units we covered:

• Analyzing Influences for Mental Health and Well-Being

• Goal Setting to Support Health and Well-being

• Accessing Valid & Reliable Information to Support Healthy Eating

• Decision Making that Affects Alcohol & Other Drug Use

• Communication for Healthy Relationships

• Advocating for Safe & Just Communities

The planning worksheet will help you generate and record your ideas before you start creating

your final products.

Once you have filled out the planning worksheet, it is time to get to work thinking about how

you will share your work with your audience and creating the products that you will use to

show each of the skills we covered and the functional information you feel is important for your

audience to know.

Sample High School Health I Assessments │ February 2022

You can use similar products for multiple skills or all different - it is totally up to you! Let me

know if you need help figuring out the best way to share what you learned. Here are some

ideas to get you started:

Skill Task

Analyzing Influences for Mental Health and

Well-Being

Advice column on how to analyze influences

on mental health

Create an influences web worksheet with an

example

Goal Setting to Support Health and Well-

being

SMARRT goal worksheet

Video explaining steps of goal setting

Piece of art that depicts the goal setting

process

Accessing Valid & Reliable Information to

Support Healthy Eating

Infographic about health-promoting food

choices

Read this not that activity to help people

identify valid and reliable information

sources

Create a guide of food-related resources in

the community

Decision Making that Affects Alcohol & Other

Drug Use

Comic that shows effective decision-making

Powtoon or other online software to show

decision-making

Advice column on making health-promoting

decisions

Choose your own adventure story or PPT

Communication for Healthy Relationships

Videos showing effective communication

What would you do? Scenarios and choices

Tips and Tricks for Healthy Communication

Advocating for Safe & Just Communities

Create a PSA or poster on an issue of your

choice

Write a “How To” piece teaching someone

else how to advocate about one of the topics

covered during the course

You will submit all final “Health Education leader” products as the final project.

Sample High School Health I Assessments │ February 2022

Assessment Criteria:

Meets Expectations

Needs Improvement

Not Demonstrated or

Not Included

Audience

Each product

demonstrates

consideration of the

intended audience.

Analyzing Influences

Product demonstrates

an ability to effectively

apply the steps of

analyzing influences.

Product includes at

least 3 pieces of

functional information

related to mental

health and well-being

that was covered in the

unit.

Goal Setting

Product demonstrates

an ability to effectively

apply the steps of goal

setting.

Product includes at

least 3 pieces of

functional information

related to disease

prevention and control.

Accessing Valid and Reliable Information

Product demonstrates

an ability to effectively

apply the steps of

accessing valid and

reliable information.

Product includes at

least 3 pieces of

functional information

related to healthy

eating.

Sample High School Health I Assessments │ February 2022

Meets Expectations

Needs Improvement

Not Demonstrated or

Not Included

Decision Making

Product demonstrates

an ability to effectively

apply the steps of

decision-making.

Product includes at

least 3 pieces of

functional information

related to alcohol and

other drugs.

Self-Management

Product demonstrates

an ability to effectively

apply the steps of

Product includes at

least 3 pieces of

functional information

related to.

Interpersonal Communication

Product demonstrates

an ability to effectively

apply the steps of

effective

communication.

Product includes at

least 3 pieces of

functional information

related to family life &

human sexuality.

Advocacy

Product demonstrates

an ability to effectively

apply the steps of

advocacy.

Product includes at

least 3 pieces of

functional information

related to safety &

violence prevention.

Sample High School Health I Assessments │ February 2022

Option 2: Learning Portfolio

NOTE: This assignment also supports students' metacognition skills.

We are covering a lot of important skills and health topics in this course. The goal is to help you

develop the skills and give you the key information that you need in order to help you maintain

or enhance your health and well-being now and into the future.

For this final, culminating assessment, you will have a chance to look over all that you have

learned over the course and reflect on how you will be able to use these skills and content.

During our course, you will complete several unit assessments. Each of these assessments will

go into your portfolio. You need to decide how best to organize and present your portfolio

including all of your assessments and your responses to the questions below.

If you would like, you have the opportunity to improve any of the assessments based on the

feedback I provided and earn back points for your final grade.

For the final assessment, you will respond to the following questions:

● Skill Reflections:

○ What skill do you think was most helpful for you to learn and why?

○ Which skill did you think was most difficult for you? Why was it difficult?

○ Which was easiest for you? Why was it easy?

○ Which skill(s) do you think you will use the most after this class?

• Topic Reflections:

o Which topic do you feel you learned the most about?

o Which topic(s) do you feel were most relevant for you? Why?

• Overall reflection:

o What are you taking away from this course?

You can write out your responses to the questions or you can create an audio file or video. If

you have other ideas, please ask me!

Here is how you will be graded on your learning portfolio:

NOTE: If you revised any of the assignments, you will be graded based on the rubric for that

assignment and points will be added back to your previous grade (if your assessment

improved).

Sample High School Health I Assessments │ February 2022

Assessment Criteria:

Meets Expectations

Needs Improvement

Not Demonstrated or

Not Included

Your learning portfolio

includes all

assessments from the

course.

Your learning portfolio

is organized.

You responded to all of

the “Skill Reflection”

prompts and your

responses are

thorough,

demonstrating thought

and effort.

You responded to all of

the “Topic Reflection”

prompts and your

responses are

thorough,

demonstrating thought

and effort.

Your response to the

“Overall Reflection”

prompt is thorough,

demonstrating thought

and effort.

Sample High School Health I Assessments │ February 2022

Health 1 “Mini-Assessments”

Analyzing Influences for Mental Health and Well-Being

Part 1: Analyzing Influences

For this assignment you will create a photo journal or collage that shows at least 5 different influences

on your own mental and emotional well-being. The influences can be positive or negative, and you need

to have at least one of each and identify which are positive and which are negative. This part of the

assignment addresses the Identify step of analyzing influences.

Your assignment must also include brief reflections for each reflection in which you address each of the

following skill cues that we covered for analyzing influences:

- Analyze the influence

- How do I know it is influencing me?

- What messages am I receiving?

- How much is this influencing my thoughts, values, beliefs, feelings or actions?

- Examine other factors that might be impacting the influence

- Consider an action plan

- Do I need to do anything about this influence?

- What is the best plan of action for handling this influence in my life?

Part 2: What I learned about mental and emotional health

Your assignment should include at least 4 things that you learned that you feel will be most helpful for

you to maintain or enhance your mental health and well-being. For each thing you learned, be sure to

also include an explanation of why you think it will be helpful or how you think it might support or

improve your mental health.

Sample High School Health I Assessments │ February 2022

Assessment Criteria:

Meets Expectations

Needs Improvement

Not Demonstrated or

Not Included

You included 5 influences.

You identified if each

influence was positive or

negative on your own

mental and emotional health

and wellbeing.

You included an analysis of

each influence on your own

mental and emotional health

and well-being. Includes all 3

steps: analyze, examine, and

consider.

Your analysis of each

influence on your own

mental and emotional health

and wellbeing was thorough.

You included 4 things that

you learned in the unit.

You included an explanation

of why or how you think

each thing that you learned

will support your mental

health.

Sample High School Health I Assessments │ February 2022

Accessing Valid & Reliable Information to Support Healthy Eating

For this project, you will explore either food access or the impact of human-induced environmental

change on food supplies.

You will find and evaluate at least two websites to show that they are valid and reliable sources of

information on your topic. You should include your evaluations when you submit your project.

You will use those two sources to create an infographic (or other visual information product - see me if

you have other ideas) with three pieces of information that you think are most important for other high

school students to know about your topic.

You must include one community resource (valid and reliable of course!) that is addressing your topic. A

local resource is best but you can also look for state and national level resources as well. In your

infographic be sure to include an explanation of what the resource is doing related to your topic and

how people can learn more!

Assessment Criteria:

Meets Expectations

Needs Improvement

Not Demonstrated or

Not Included

You evaluated two

websites.

Your evaluation of each

website included all

aspects of the ACCESS

model.

Your infographic

included three pieces

of information.

The information you

included is relevant for

other high school

students.

You included an

appropriate, valid and

reliable community

resource.

Sample High School Health I Assessments │ February 2022

Decision Making that Affects Alcohol & Other Drug Use

As we learned in this unit, it isn’t always easy to make decisions! You will use what you learned to create

a “Choose Your Own Path” story (it can be written more like a story, or you can use PPT).

Here is what you need to do . . .

Create a short scenario related to alcohol or other drug use. Keep the scenario to 3-5 sentences. Make

sure that the scenario you create is something that is relevant for 9th graders and that ends with a

character having to make a decision. (This is the D of the DECIDE model)

Create 3 different options for the decision. Each of these will be one of the “paths”. All options/paths

should result in a health-promoting outcome. (This is the E of the DECIDE model)

For each different option or path, you must:

● Include at least two positive and two negative potential consequences (This is the C of the

DECIDE model)

● Identify at least one value and one influence that may impact the decision (This is the I of the

DECIDE model)

● Have the character choose a health-promoting decision (This is the D of the DECIDE model)

● Describe the possible outcomes of the decision (This is the E of the DECIDE model)

Assessment Criteria:

Meets Expectations

Needs Improvement

Not Demonstrated or

Not Included

Your scenario is

relevant for 9th

graders.

You included 3

appropriate options for

the situation.

Each path includes all 4

components.

All outcomes are

health-promoting.

Your project

demonstrates an ability

to effectively apply the

DECIDE model.

Sample High School Health I Assessments │ February 2022

Self-Management Skills to Improve Health Outcomes

Mapping Your Health Assets

For this assignment, you will choose a health behavior that you want to improve in any dimension of

wellness. Please include an explanation of why you chose that behavior and how you think it will benefit

you.

You will identify at least three assets that you currently possess that can support you in engaging in this

behavior. For each asset, you must include an explanation of how you think that asset will support you.

You will then identify two new assets that you will use to further help you with your health behavior.

For each of the two new assets, you need to explain how you think it will help you with your health

behavior and discuss how you will connect with or use the new asset.

Helpful hint: Remember that assets can be internal strengths, people (family, peers/friends, coaches,

teachers), community resources, environmental factors, or any other concrete identifiable source of

support in achieving health and well-being.

Assessment Criteria:

Meets Expectations

Needs Improvement

Not Demonstrated or

Not Included

You identified a health

behavior and included

an explanation of why

you chose the behavior

and how it will benefit

you.

You identified 3 current

assets.

You included an

explanation for how

each asset will support

your behavior.

You included two new

assets.

You included an

explanation for how

each new asset will

support your behavior.

You included a visual

element to represent

your current and new

assets.

Sample High School Health I Assessments │ February 2022

Communication for Healthy Relationships

For this assignment, you will work with a partner to create and act out a dialogue of a realistic

conversation people may have in a relationship. You can demonstrate either the use of effective

communication or negotiation skills. You need to include at least three pieces of functional information

(that make sense in the dialogue) related to growth and development or sexual health.

Remember to refer to the skill cues that we discussed when creating your dialogue to make sure that

you include all of them in the dialogue and role play. There is no specific length for the dialogue - you

just need to make sure that you address all the skill cues and include the functional information. Just like

in “real life” some discussions take longer than others!

You will record your dialogue and submit the video for the assessment.

Your video will be graded using the following criteria:

Assessment Criteria:

Meets Expectations

Needs Improvement

Not Demonstrated or

Not Included

Your dialogue includes

all skill cues of effective

communication or

negotiation skills.

All skill cues for

effective

communication or

negotiation are applied

effectively in the

dialogue.

You included three

pieces of functional

information.

The functional

information was

relevant to the

situation that you used

in the dialogue.

Sample High School Health I Assessments │ February 2022

Non

-Discrimination Statement

The Maryland State Department of Education does not discriminate on the

basis of age, ancestry, color, creed, gender identity and expression,

genetic information, marital status, disability, national origin, race, religion,

sex, or sexual orientation in ma

tters affecting employment or in providing

access to programs.

Maryland State Department of Education

Division of Curriculum, Instructional Improvement, and Professional

Learning

200 West Baltimore Street

Baltimore, Maryland 21201

Voice: 410-767-0426

Fax: 410-767-0431

TTY/TDD 410-333-6442

msde.maryland.gov