Performance Assessment Development Assessing and Managing Learning for a Nutrition Standard in a 4th Grade Class Milagros Rivera Post University

Introduction When checking for understanding of a standard teachers begin by deconstructing it to make it easier for students to understand it. Badgett and Christmann (2009) explain that when teachers modify a standard they should have a plan and a process, which helps connect standards into unit plans and major content areas including performance task (p. 12). To assist the students and teachers, there are several documents and templates that teachers create to make the process easier which includes: a students’ template, a student’s rubric and an assessment critique.

The Standard and Learning Targets This presentation modifies a standard called “E-2: discuss the relationship between healthy behaviors and personal health” for fourth graders in a nutrition class. To break the standard down, the presenter breaks it down into knowledge, reasoning, performance, and product skills.

Knowledge Learning Targets Breaking It Down Knowledge Learning Targets I can read food labels. I can explain good eating habits and bad eating habits. I can list the five food groups and give samples. I can list healthy behaviors such as brushing teeth, washing hands and exercise. I know what a brochure is. I know what a Nutritionist is. Reasoning Learning Targets I can interpret a nutrition fact label. I can decide which foods are better for me. I can explain the food pyramid I can explain the steps of brushing teeth, washing hands and exercise correctly. Skill Learning Targets I can practice reading different food labels to my family and friends. I can practice labeling foods that are good and bad for me. I can practice identifying the correct food from the food pyramid. I can practice brushing my teeth and washing my hands correctly and practice exercising.

Student Template Sample Teachers can create a template which help students and teachers understand and organize their work. Essential Question: Explain and Describe your discovery on healthy vs. bad eating. The Student’s Goal My Goal is to learn the difference between good and bad eating and create a six-part brochure illustrating my knowledge on nutrition and exercises. The Student’s Role My role is to be a good role model for students and the public. I will take the role of a Nutritionist. The Student’s Audience Family members, instructors, judges and peers will serve as my audiences in order to motivate me during my performance skill. The Student’s Procedure I will follow the rules and procedures when creating the brochure by making sure I read and understand instructions and ask questions if needed, while at the same time follow a grading rubric. The Student’s Product/Performance As evidence, I can complete a six-part brochure using an 8.5 x 11 paper illustrating and explaining what I have discovered on healthy eating and personal health. I will be graded on each part of the brochure with a rubric. The rubric will help me through the process to achieve a better grade.

Task I can design a six-part brochure demonstrating my healthy behaviors on an 8.5 x 11 paper explaining what I have discovered that helps me stay healthy and take care of myself. Part 1: I can design a brochure with an introduction of my discovery on healthy eating and personal health. The introduction will include what is a food label. In addition, I will list the 5 food groups and give a sample of each. Further, I will list healthy behaviors such as brushing teeth, washing hands & exercise. Part 2: I can help others learn how to read a food label. I can explain what it is and include a sample of a food label. Part 3: I can compare and explain a good snack vs. a bad snack and include a picture of each. Part 4: I can explain the food pyramid and include a picture of the food pyramid. Part 5: I can explain how healthy behaviors such as brushing teeth, washing hands & exercise helps me stay healthy. Part 6: I can explain how I need to exercise and provide step by step information of 2 exercises to stay healthy.

Rubric A rubric can help assist the students provide guidance about their work. According to Myers (2015), rubrics are steps and procedures for students to follow a task, which helps complete desired outcomes. This presenter includes feedback in her rubric to help students guide them through the process. Research shows that feedback helps students increase interest and learning (Burke and Pieterick, 2010, p. 13).

Rubric Sample Criteria Poor Good Excellent Feedback Intro ● Introduction included very few or no details on good and bad eating. Fewer than 3 food groups were included. ● Information on brushing teeth, washing hands and exercise was missing. 0-9 Points ● Introduction included some information on good and bad eating habits. ● Listed 4 or less food groups and some information on brushing teeth, washing hands and exercise were included. 10-19 Points ● Introduction included: a detailed explanation of good and bad eating habits with one sentence describing the new discovery on healthy eating. ● Information on a food label and a list of the 5 food groups was included in detailed. ● Information on brushing teeth, washing hands and exercise was included in detailed. 20-25 Points Part 2 Food Label clearly explained ● Not explained and missing more 2 more food nutrition facts. 0-4 Points ● The explanation included some information with less than 3 facts. 5-9 Points ● A detailed explanation was included and 3 nutrition facts were included. A detailed explanation included depth information . For instance, a food label included comments on calories, fat, or any information on a nutrition label. 10-15 Points Part 3 vs. Bad Snack Comparison clearly explained ● The comparison was very poor and/or no picture included. ● The explanation included some information and/ or 1 picture. ● A detailed explanation comparing a good and bad snack was included and 2 pictures. Part 4 Food Pyramid clearly explained ● Fewer than 3 food groups were listed and one or no picture was included. ● The information included some explanation and less than 4 food groups were listed and 1 picture included. ● The food pyramid was explained in detailed, included 2 pictures and all 5 food groups were listed. Part 5 Personal Health clearly explained ● Less than 1 healthy behavior listed and the explanation was very unclear. ● Less than 3 healthy behaviors were listed and explained poorly. ● All healthy behaviors were listed and explained. .A very detailed explanation on brushing teeth, washing hands and exercise was included. Part 6 Physical Exercises ● No physical exercise was provided and/or the explanation was not provided. ● Only one physical exercise was provided and / or some explanation. ● A detailed explanation and 2 samples of physical exercises were provided.

Summary of Assessment Critique An assessment critique provides an opportunity to self evaluate the work that teachers do. The assessment critique summary provides information on five key points such as 1. Clear Purpose, 2. Clear Targets, 3. Sound Design, 4. Effective Communication and 5. Student Involvement. Key 1: Assessment serves a clear and appropriate purpose. Rating Description and Support 5 The author clearly articulates the purpose of the assessment to her students. The six-part brochure divided by parts clearly allows the students to apply the learning skills step by step. The brochure assessment allows her students to understand how much they have learned. The teacher will also use the assessment to help students internalized their thoughts. The teacher will use the assessment to assess students learning while the students will use the assessment to inform the teacher their understanding. Overall, the assessment will inform the teacher if students have acquired the understanding of the standard.

Key 2: Assessment reflects valued achievement targets Rating Description and Support 5 The learning targets that the author proposes are clearly defined. There are four targets appropriate for 4th grade students in the proposed plan. The learning outcomes will serve as a way to help students maintain good health on the long run. The targets assess students’ knowledge in making sure they understand the differences on healthy choices.  The author presented the targets to help colleagues and everyone agree that they are clear and easy to understand. The purpose of the clear targets is to support students’ learning and understanding.

Key 3: Design Rating Description and Support 5 The author creates a good design that helps yield accurate results and has chosen an assessment that helps students apply their learning skills. For instance, she incorporates different level of thinking within task such as knowledge, reasoning, and skills. Further, the teacher chooses an assessment that matches the learning targets to serve its purpose.   Although there are no written questions to answer, the statement and tone and the instructions are clear and appropriate for 4th grade students. The introduction, where the students need to write about their discovery, avoids bias questioning and confusing information.

Description and Support 5 Key 4: Communication. Rating Description and Support 5 The author communicates her instructions very clearly and informs students the importance of learning good eating habits while using appropriate tone. The teacher has created a rubric where she incorporates feedback to her students. Further, she will share the results with parents and colleagues. Students need to understand the targets proposed so that in the future they can serve as communicators to friends and family. Further, the teacher communicates and emphasizes the value of learning and understanding. According to Zaleski (2014), educators should emphasize the value of learning and understanding to the student as part of the assessment so that students’ engagement and motivation increases. Key 5: Student Involvement. Rating Description and Support 5 Clearly the students’ involvement in creating a six-part brochure helps students stay motivated because the final performance task is a fun way to demonstrate their learning skills in a creative style. Harris, Stevenson, and Joyner (2015), explain that making the students engage through more fun activities can help students be more successful. As students work around their task they will have a sample of the scoring rubric to help guide the students finish their task accurately. The teacher emphasis the importance of the rubric to achieve a better grade.

References Badgett, J. L., & Christmann, E. P. (2009). Designing Elementary Instruction and Assessment: Using the Cognitive Domain. Thousand Oaks, Calif: Corwin. Burke, D. M., & Pieterick, J. A. (2010). Giving Students Effective Written Feedback. Maidenhead: McGraw-Hill Education. Harris, G. K., Stevenson, C., & Joyner, H. (2015). Taking an Attention-Grabbing 'Headlines First!' Approach to Engage Students in a Lecture Setting. Journal Of Food Science Education, 14(4), 13six-141. http://dx.doi.org/10.1111/1541-4329.120six8. Myers, S. (2015). Rubrics. Rubrics -- Research Starters Education, 1. Zaleski, D. J. (2014). An Introduction to Classroom Assessment for Today's Music Educator. Illinois Music Educator, 75(1), 58.