The teacher developed a thematic unit on wellness that focussed on mental well-being; healthy living; substance abuse prevention; building positive, healthy adult relationships; and stress management. Evaluation was based on a series of assignments including:

• individual self-assessments
• group reports on topics related to healthy lifestyles
• group contributions to a ³Wellness Information Pamphlet² for the school

Planning for Assessment and Evaluation

Students had previously completed a unit on goal setting and developing action plans.

• The topic of ³wellness² was used as a thematic approach to the Personal Development prescribed learning outcomes. The teacher posed the following questions for class discussion:
  • What does the word wellness mean?
  • What are the elements of a healthy lifestyle?
  • What can you do to promote a healthy school community?
• Students brainstormed a list of characteristics that indicate when a person is well. Then they worked in small groups to classify these characteristics in terms of key aspects of wellness. The groups developed their own wellness categories (e.g., physical health, mental health, happiness, balance, good relationships). Before sharing their categories with the class, groups ranked them in order of importance. They then compared their categories, and defended their rankings. The teacher continued to pose questions to provoke thoughtful discussion and reflection.
• Students recorded personal definitions of wellness, including reasons and examples.
• The class discussed the concept of a healthy lifestyle and listed potential research topics and questions associated with healthy lifestyles. In groups of three or four, students researched and reported on the various topics, which included:
  • stress management for teenagers
  • exercise
  • sleep
  • nutrition
  • balanced lifestyle
  Their research included print information, electronic sources, and interviews with relevant experts. Students were encouraged to include videotaped or live appearances by guests as part of their reports.

• After each presentation or report, students wrote brief self-assessments of their own lifestyles and rated themselves in terms of the topic presented. They used a rating scale from 1 to 5 (5--extremely positive and healthy; 1--not healthy at all) to summarize their assessments. At the end of the presentations, the teacher reviewed previous material on goal setting and action planning. Each student then chose a specific area and developed a goal and an action plan for a healthier lifestyle.
• As part of its report, each group produced an article for a "Wellness Information Pamphlet" for the school.

Defining the Criteria

The teacher collaborated with students to define the criteria for the following activities.

Self-Assessment

• entries are complete and include all required information
• information provided is logical and accurate and expressed in own words (showing understanding)
• self-assessment is supported by relevant and logical reasons and examples
• lifestyle goal follows logically from self-assessment; goal is specific and realistic
• action plan is clear and workable; includes a way of monitoring progress

Report on Lifestyle Topic and Contribution to Wellness Pamphlet

To what extent is the information:

• complete (thorough and detailed)
• accurate and relevant to the topic
• based on current information from appropriate sources
• clear and easy to understand (showing understanding)

Assessing and Evaluating Student Performance

The teacher and students used rating scales to assess work in this unit.

Self-Assessment

Student entries were evaluated individually.

Report and Pamphlet

Each group received a separate mark for its presentation and for the article. However, the same rating scale was used for both assignments.

 

Self-Assessment
Criteria	Self-Rating	Teacher Rating	Comments
entries are complete and include all required information information provided is logical and accurate and expressed in own words (showing understanding) self-assessment is supported by relevant and logical reasons and examples lifestyle goal follows logically from self-assessment; goal is specific and realistic action plan is clear and workable; includes a way of monitoring progress
Overall Rating

Key

4 - Outstanding
3 - Good
2 - Minimally Satisfactory
1 -Deficient
0 -No Evidence

 

Report and Pamphlet
Criteria	Self-Rating	Teacher Rating	Comments
To what extent is the information: complete (thorough and detailed) accurate and relevant to the topic based on current information from appropriate sources clear and easy to understand (showing that the information is well understood)
Overall Rating

Key

4 - Outstanding
3 - Good
2 - Minimally Satisfactory
1 -Deficient
0 -No Evidence

---

Previous Page Next Page

---

©Copyright 1997All Rights Reserved. BC MOE Curriculum Branch.
Maintained by: Career and Personal Planning Coordinator

Revised: January 25, 1999

  BC Ministry of Education Home Page