rubric gallery

Competency (ies) Addressed: Competency 3: Planning: Create effective comprehensive school health education curricula and programs. Competency 5: Assessment: Judge student learning. Standard(s) and Key Elements Addressed: Standard I: Content Knowledge. Candidates demonstrate the knowledge and skills of a health literate educator. ? Key Element B: Candidates describe the National Health Education Standards Standard III: Planning: Candidates plan effective comprehensive school health education curricula and programs. ? Key Element B: Candidates design a logical scope and sequence of learning experiences that accommodate all students. ? Key Element C: Candidates create appropriate and measure-able learner objectives that align with assessments and scoring guides. ? Key Element D: Candidates select developmentally appropriate strategies to meet learning objectives. Standard V: Assessment. Candidates assess student learning. ? Key Element A: Candidates develop assessment plans.

Competency (ies) Addressed: Competency 3: Planning: Create effective comprehensive school health education curricula and programs. Competency 5: Assessment: Judge student learning. Standard(s) and Key Element(s) Addressed: Standard I: Content Knowledge. Candidates demonstrate the knowledge and skills of a health literate educator. •Key Element B: Candidates describe the National Health Education Standards Standard III: Planning: Candidates plan effective comprehensive school health education curricula and programs. •Key Element C: Candidates create appropriate and measure-able learner objectives that align with assessments and scoring guides. •Key Element D: Candidates select developmentally appropriate strategies to meet learning objectives. Standard V: Assessment. Candidates assess student learning. •Key Element A: Candidates develop assessment plans.

Competency 3: Planning: Create effective comprehensive school health education curricula and programs. Standard VIII: Communication and Advocacy. Candidates communicate and advocate for health and school health education. •Key Element D: Candidates demonstrate professionalism.

Public Service Announcement for College Level Health Education students

In most schools today, teachers are expected to provide rubrics for product and performance assessments. Therefore, they need to know how to develop effective rubrics. This assignment requires you to demonstrate that they can do so by preparing a rubric based on a product or performance event in either 1) the health unit you are using for your in-class workshop or 2) the health unit you analyzed for H352.

Use this rubric to grade H452 assessment products, specifically the test portion of the assignment (worth 75 points)

You will develop a practical classroom management plan that you can use as a starting point when teaching. This assignment is an opportunity for you to work though and articulate classroom management issues before you are in charge of your own classroom The information you present must be documented from the professional education literature (i.e., credible books and web-based documents, articles from peer-reviewed professional journals, etc.) and properly cited with references.

Use this rubric to grade H452 assessment products, specifically the test portion of the assignment (worth 75 points)

Use this rubric to grade H452 assessment products, specifically the test portion of the assignment (worth 75 points)

The purpose of this sequence of practice exercises is to give you experience with applying some of the linguistics concepts we have covered in class. You will complete practical activities and review your mastery of critical terminology and concepts. Meets TESOL Standard 1.a (Language as a system)

The purpose of this sequence of practice exercises is to give you experience with applying some of the linguistics concepts we have covered in class. You will complete practical activities and review your mastery of critical terminology and concepts. Meets TESOL Standard 1.a (Language as a system)

The purpose of this sequence of practice exercises is to give you experience with applying some of the linguistics concepts we have covered in class. You will complete practical activities and review your mastery of critical terminology and concepts. Meets TESOL Standard 1.a (Language as a system)

The purpose of this sequence of practice exercises is to give you experience with applying some of the linguistics concepts we have covered in class. You will complete practical activities and review your mastery of critical terminology and concepts. Meets TESOL Standard 1.a (Language as a system)

The purpose of this sequence of practice exercises is to give you experience with applying some of the linguistics concepts we have covered in class. You will complete practical activities and review your mastery of critical terminology and concepts. Meets TESOL Standard 1.a (Language as a system)

The purpose of this sequence of practice exercises is to give you experience with applying some of the linguistics concepts we have covered in class. You will complete practical activities and review your mastery of critical terminology and concepts. Meets TESOL Standard 1.a (Language as a system)

The purpose of this assignment sequence is to give you experience with developing a case study of a second language writer. For this assignment, you will synthesize the work you have done with your learner throughout this course.

Your assignment will be a short paper (3 pages) on your views of first and second language teaching. You may focus on teaching language skills in the first or second language. Or you may want to cover them both, emphasizing the similarities and differences between the two.