HLTH 420 Methods of Health Instruction

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HLTH 420Methods of Health Instruction

• Chapter 5Instructional Accountability

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Instructional Accountability

• Accountability is an integral part of the
  educational process
• It is not confined to measurement of cognitive
  knowledge retained

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Instructional Accountability

• Evaluation is a comprehensive, on-going process
  involving a variety of techniques linked to the
  standards, performance indicators and learning
  assessments

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Instructional Accountability

• Informal methods
• Oral comments, statements of knowledge, actual
  performance, physical behavior
• Formal methods
• Tests systematic, comprehensive and objective

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Instructional Accountability

• Evaluation
• More complex than either testing or measurement
  alone
• Refers to value and quality
• Deals with judgments of worth rather than amount
• A much more inclusive process

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Instructional Accountability

• Measurement
• Answers the question How Much
• Assigns numerals to a criterion according to a
  preconceived set of rules
• 80-89 B
• Six of ten red flags drinking problem

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Instructional Accountability

• Types of measurement
• Rankings, classification, comparison, description
  of status or change, predictions
• Techniques of measurement
• Rating scales, score cards, systematic
  observation and measure achievement

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Instructional Accountability

• In health education, we must have evaluation of
  both the cognitive and behavioral (affective and
  effective) realms

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Purpose of Evaluation

• Diagnosis and/or classification of students who
  need special help
• Evaluation may determine the specific kind of
  help needed
• Accountability without accountability, we
  cannot be sure our objectives have been attained.
• Assessing pupils progress appraisal of changes
  in health knowledge, attitudes and practices

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Purpose of Evaluation

• Provide objective information on which to base
  grades
• Tests are motivational devices for students
• Note tests can also be a deadening influence
• Method to inform parents about their childrens
  progress

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Purpose of Evaluation

• Evaluation should be a means to an end, not an
  end in itself
• The greatest value of evaluation lies in the use
• Properly implemented evaluation can be
• Diagnostic
• Provide for accountability
• Used as a basis for letter-grade assignment
• Be motivational

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Purpose of Evaluation

• Teachers develop the ability to measure cognitive
  knowledge about health
• The skill is to develop techniques that validly
  measure health practices and attitudes

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Purpose of Evaluation

• Theory what a child knows will have a strong
  bearing on how they act
• Little evidence to support theory. Cognitive
  knowledge is just one of many factors that
  influence health behavior
• Students should acquire certain basic knowledge
  that will influence health behaviors favorably

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Instructional Accountability

• National Health Standards serve as a blueprint
  for organizing student assessment
• Performance indicators molded after behavioral
  objectives

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Instructional Accountability

• Learning assessments are used to refine,
  emphasize and to incorporate content
• They describe what a student will be able to do
  and know after completing a prescribed unit of
  instruction
• Should provide direction as to what should be
  taught, how it should be taught and whether that
  taught is learned

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Constructing Teacher-Made Tests

• Most common approach to evaluating
• Rule the easier the examination is to
  construct, the more difficult it is to grade and
  vice versa
• Essay test easy to construct, takes hours to
  grade
• Multiple-choice test takes hours to make,
  minutes to grade
• Selecting the type of questions is very important

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Short-Answerand Completion Items

• Advantages
• Easy to construct
• Students must supply answer
• Reduces guessing
• Disadvantages
• Used to measure facts or memorized information
• Unsuitable for complex learning tasks
• Can be difficult to score
• Question does spelling count?

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Alternative-Responseor True-False Items

• The ability to identify the correctness of
  something
• Facts
• Definitions
• Principles
• Can be used to distinguish between fact and
  opinion
• Can be used to recognize cause-and-effect
  relationships

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Alternative-Responseor True-False Items

• Advantages
• Simple to construct
• Can cover a wide range of topics
• Disadvantages
• Limited to cognitive knowledge
• Many subjects are difficult to write as
  true-false items
• 50 or more chance of being right depending on
  the quality of the question

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Multiple-Choice Items

• Made up of a problem and potential solutions
• Stem statement and alternatives
• Stem statement can be in the form of a question
  or a statement
• Alternatives
• All can be wrong except for one
• All acceptable but one is more acceptable
• More difficult to write and take

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Multiple-Choice Items

• Advantages
• Can measure simple to complex levels of knowledge
• Less chance of guessing correctly
• Greater reliability than true-false
• Incorrect answers let teachers know where
  corrections are needed
• Easy to grade

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Multiple-Choice Items

• Disadvantages
• Difficult to construct
• Time-consuming to construct
• Measures verbal-level learning
• Does not measure problem-solving skills very well
• May be inappropriate for very young students

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Essay Questions

• Types
• Extended-response
• Gives students free reign in answering question
• Allows teacher to evaluate content,
  organizational ability and expression of ideas
• Restricted-response
• Limits the length, organization and nature of the
  answers
• Listing

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Essay Questions

• Is a poor measure of factual material
• Difficult to grade
• Subjective grading
• Teacher bias

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Observation

• Observation criteria
• Teacher decides what will be regarded as
  satisfactory change in the students health
  behavior after the unit is completed
• Advantages
• Possibilities for evaluation are unlimited
• Disadvantages
• Observation is subjective and prone to error and
  bias

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Anecdotal Records

• Depict actual behavior
• Tips
• Confine observations to behavior that cannot be
  evaluated in other ways
• Limit observations to just a few behaviors

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Portfolios

• A learning resume containing evidence of what a
  student knows and what they can do
• Steps
• Determine the specific purpose of the portfolio
• Clarify what constitutes appropriate evidence

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Portfolios

• Types of documentation
• Artifacts
• Collection of articles or pictures revolving
  around a specific health problem
• Actual sample of the student's work
• Reproductions of a classroom event
• Picture of a bulletin board
• Poster
• Videotape

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Portfolios

• Types of documentation
• Attestations documents written about a
  students work by a third party
• Letter of recommendation
• Letter of thanks for work done
• Productions prepared for the portfolio to
  document knowledge or skill
• Student writes about the difficulty of serving on
  a committee
• Writes about challenge of being a member of SADD

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Portfolios

• Use of portfolios is evolving
• Concerns of using portfolios as evaluation tools
• How are different reports, videos, etc. weighed
  and compared?
• How do you measure student reflections or
  journals?
• Is the portfolio rated overall or as individual
  pieces

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Portfolios

• Electronic software can assist in developing
  portfolio

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Conferences

• Effective for learning about students health
  attitudes and practices
• Establishes rapport with teacher
• Opportunity to determine if there are any hidden
  problems

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Self-Evaluation

• Measurement developed by a student is more likely
  to be more meaningful to them
• Primary students can develop a simple checklist
  or rating scale
• Once done, the student rates their own health
  behavior
• Junior-high students can develop their own
  expected outcomes, learning experiences and
  accountability techniques

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Self-Evaluation

• Motivation can be enhanced
• Be sure students build in attainable
  accountability factors
• May be overzealous
• Teachers role is as mediator and guide

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Self-Evaluation

• Disadvantages
• First attempt may be difficult for students
• Students are trained to expect direction from
  teacher
• When roles are reversed, students may be
  overwhelmed

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Checklist and Rating Scales

• Excellent tools when used to supplement
  self-evaluation
• Checklist requires only a simple yes or no answer
• Student either is or is not performing the health
  practice
• Example brushed teeth before going to bed,
  washed hands after lunch

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Checklist and Rating Scales

• Rating scale factors in the degree of behavior
• Always, Usually, Seldom, Never
• Points can be assigned to ratings scale to
  determine the range for healthy behavior
• 7-10 low risk behavior, very few negative
  consequences
• 3-6 moderate risk behavior, experiencing some
  negative consequences
• 0-3 high risk behavior, student is at risk of
  serious health and social consequences

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Checklist and Rating Scales

• Teacher can ascertain the status of certain
  behaviors
• Students can evaluation their own health
  performance and make adjustments where necessary

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Problem-Based Learning

• Applicable to skill and knowledge acquisition
• Measures progress toward performance indicator(s)
  and learning assessments can be measured
• Observation grid
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