Professional Documents
Culture Documents
9 Health Ed Rubrics
9 Health Ed Rubrics
Sample Rubrics
Health Education Sample Rubrics
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 3 The response demonstrates a mostly accurate knowledge level of the
Level Standards 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, Student demonstrates a
get into the lungs and affect the cells ability to divide correctly, complex relationship between
which may cause cancer. Cancer is a disease that keeps my lungs “what” and the “how” and/or
from working well, and I won’t be able to do athletics or be active. I “why.”
might have surgery or take chemotherapy drugs, which will affect
my quality of life.
3 Smoking is unhealthy for you because it causes cancer of the lung. Students demonstrates a
Cancer can keep you from doing things and could kill you. relationship between “what”
and the “how” and/or “why.”
Completely and accurately describes relationships between Thoroughly covers health topic, showing both breadth
behavior and health. Draws logical conclusion(s) about the 4 (wide range of facts and ideas) and depth (details about 4
connection between behavior and health. facts and ideas). Response is completely accurate.
Describes relationships between behavior and health with Mostly covers health topic, showing breadth and depth,
some minor inaccuracies or omissions. Draws a plausible but one or both less fully. Response is mostly accurate,
conclusion(s) about the connection between behavior and 3 but may have minor inaccuracies. 3
health.
Description of relationship(s) between behavior and health Minimal coverage of health topic, lacking breadth or
is incomplete and/or contains significant inaccuracies. showing little to no depth. Response may show some
Attempts to draw a conclusion about the connection 2 inaccuracies. 2
between behavior and health, but conclusion is incomplete
or flawed.
Goals or Action:
I have described most of the connections between my health I provided most of the facts and ideas about the health
and my behavior. I have drawn reasonable conclusions.
3 behavior, as well as details about most of the facts and ideas.
3
My facts are mostly right.
I have described a few of the connections between my health I provided a few facts and ideas about the health behavior, but
and my behavior. I have tried to draw a conclusion, but my 2 I haven’t provided much detail about facts and ideas. The 2
conclusion might be incomplete or wrong. health information I provided might not be completely right.
I haven’t described the connections between my health and 1 I haven’t provided any facts and ideas about the health 1
behavior. I haven’t included a conclusion. behavior. The health information I provided might be wrong.
Goals or Action:
Skill Model:
Identify
Make a Protect from
Influences Evaluate
Positive Negative
(Internal and Influences
Choice Influences
External
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.
Mastery of Grade 3 Recognizes relevant influences and includes both internal and external.
Level Standards 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 2 Recognizes the influences, but may not include both internal and external.
Mastery Does not provide an effective explanation of how the influence affects them
personally, their family, and/or their community.
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.
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 4
influences.
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 3
factors interact to impact health choices and behaviors.
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:
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:
Skill Model:
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.
Locates general sources of health information, products, Explains the degree to which identified sources are valid,
or services that may enhance health in a given situation. reliable, and appropriate as a result of an evaluation of each
source. However, the explanation does not include extensive
3 or specific evaluative criteria used in determining validity, 3
reliability, and appropriateness of the sources.
Locates general sources of health information, products, Attempts to explain whether identified sources are valid,
or services; however, the information does not specifically reliable, and appropriate; however, the evaluation is
support health-enhancing behaviors in a given situation. 2 incomplete or flawed, OR the explanation is ineffective. 2
No sources located OR the information does not support Does not attempt to evaluate sources to determine validity,
health-enhancing behaviors in a given situation. reliability, and appropriateness to the given health situation.
1 No explanation is provided. 1
Goals or Action:
I identified all of my source(s) of health information, I thoroughly explained why all of my sources are appropriate to the given
products or school/community services. I completely and health situation. My explanation is complete and accurate. 4
accurately stated where I found my source(s).
I identified most of my source(s) of health information, I provided a satisfactory explanation of why most of my sources are
products or school/community services. I usually stated appropriate to the given health situation. My explanation is accurate. 3
where I found my source(s).
I identified some of my source(s) of health information, I tried to explain why some of my sources are appropriate, but it may not
products or school/community services. In general, I be complete or accurate. I could have provided a better explanation. 2
stated where I found my source(s).
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:
Refusal Skills:
I - Message Skills:
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.
Mastery of Grade 3 Uses appropriate communication techniques and skills to organize and
Level Standards 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 2 Attempts to use communication techniques and skills to enhance the health
Mastery of self and others, but they may be ineffective or ineffectively used.
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.
Uses appropriate verbal/nonverbal communication strategies in a highly effective manner (in a given situation with a particular 4
audience) to enhance health or avoid/reduce risk for the health of self and others.
Uses appropriate verbal/nonverbal communication strategies in a generally effective manner (in a given situation with a particular 3
audience) to enhance health or avoid/reduce risk for the health of self and others.
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
2
avoid/reduce risk for the health of self and others.
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
1
for the health of self and others.
*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 • Respectful tone • Expressing needs, wants, and feelings • Suggesting an alternative
management skills
• Advocacy skills
Goals or Action:
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 • Respectful tone • Expressing needs, wants, and feelings • Suggesting an alternative
management skills
• Advocacy skills
Goals or Action:
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.
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.
© RMC Health 2011 Page 22 rmc.org
Health Education Sample Rubrics
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.
4
Effectively evaluates the positive and negative health consequences of each alternative course of action.
Decides on a health-enhancing course of action.
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.
3
Evaluates some of the positive and negative health consequences of alternative courses of action.
Decides on a health-enhancing course of action.
Does not reach a health-enhancing decision due to an ineffective decision-making process. Steps of the decision-making process 1
are ineffectively used or not evident.
Goals or Action:
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.
4
Fully explains the pros and cons of each course of action.
Makes a healthy decision.
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.
3
Explains some of the pros and cons of each course of action.
Makes a healthy decision.
I did not reach a healthy decision due to an ineffective decision-making process. My steps of the decision-making process are not 1
clear.
Goals or Action:
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.
Mastery of Grade 3 Goal is identified and it references long-term health benefits. The goal
Level Standards 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.
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.!
© RMC Health 2011 Page 26 rmc.org
Health Education Sample Rubrics
Goal statement that suggests or implies health benefits. The goal-setting plan:
The goal is achievable and will result in enhanced health. • Is complete—all important steps are included.
• Follows a sequential process but may contain minor flaws.
3 3
• Includes a process for assessing progress but could be
incomplete.
Goal statement, but with no reference to health benefits. The goal-setting plan may be incomplete or difficult to
The goal may be unrealistic or unlikely to lead to health implement because of one or more of the following:
benefits. • Does not include all important steps.
2 • Does not follow a logical, sequential process. 2
• Does not include a process for assessing progress.
No clear goal statement, OR the goal will not enhance No goal-setting plan is stated, OR the plan is vague, illogical,
health. 1 or unrealistic. 1
Goals or Action:
My goal statement is clear and complete and the goal My goal-setting plan includes:
statement clearly states its long-term health benefits. A reachable goal, directly linked to long-term health
4 benefits. 4
Logical steps in the right order.
A complete plan for determining if I reached my goal.
My goal statement is clear and complete and suggests My goal-setting plan includes:
long-term health benefits. An achievable goal.
3 Logical steps, but not all of the steps.
3
A plan for determining if I reached my goal, but I may have
missed some steps.
My goal statement is clear and complete, but does not My goal-setting plan is incomplete because of one or more of
mention long-term health benefits. the following:
2 An unrealistic goal or one that is not healthy. 2
No steps to reach my goal.
No plan for determining if I have reached my goal.
Goals or Action:
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.
Techniques Used
Exercise Exercise
Relaxation Relaxation
Talking Talking
! I listened to the teacher when she 4 All steps completed in the correct
was giving directions order with perfect technique
! I listened to classmates when they 3 All steps completed; may be out of
were sharing order; technique is acceptable
! I cooperated with my classmates 2 Missing some steps or inaccuracies
! I tolerated the behavior of my in technique
classmates most of the time 1 Missing a significant number of
! I took care of the materials I used steps and or technique is poor
today
! I contributed to class discussions Comments:
___________________________________
Comments: ___________________________________
__________________________________
__________________________________
________________________
Comments: ___________________________________________________________________________
© RMC Health 2011 Page 31 rmc.org
Health Education Sample Rubrics
Goals or Action:
Skill Model:
Clearly
Identify the Identify the Develop and
Research the
Health Audience and Deliver the Reflection
Topic
Enhancing Delivery Message
Position
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.
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.
My pro health position I satisfactorily support my I demonstrate a good I argue for my position,
is somewhat clear. position by using facts and awareness of the audience. but my presentation
3 examples. However, my support
3 3 isn’t very passionate.
3
may be incomplete and/or
incorrect.
I gave unclear or I didn’t support my position very I demonstrate some I express some
conflicting positions. well. I haven’t included many awareness of the audience. argument for my
2 facts or examples and/or most
2 2 position, but am not
2
are not correct. as persuasive as I
could be.
I didn’t state a position I provided no correct information I don’t demonstrate an I don’t express an
OR my position is not or examples to back my position. awareness of the audience. argument for my
pro health.
1 1 1 position.
1
Goals or Action: