BC Education - Personal Planning Appendix D Sample 6

Appendix D - Assessment and Evaluation

Sample 6: Grade 7

Topic: Developing Healthy Relationships

Prescribed Learning Outcomes:

The Planning Process

It is expected that students will:

practice responsible decision making
use time management strategies to achieve their goals

Personal Development (Healthy Living)

It is expected that students will:

evaluate personal attitudes that promote health

Personal Development (Mental Well-Being)

It is expected that students will:

describe the responsibilities that accompany friendships and other relationships

PFamily Life Education

It is expected that students will:

describe the factors that influence the development of healthy relationships
assess factors that influence their decision making regarding relationships

Overview

The unit involved students in a series of activities that explored the use of various strategies to express feelings and emotions. They also looked at ways to build healthy relationships. Evaluation was based on:

sociograms
replies to letters
role play

Planning for Assessment and Evaluation

The unit began with students creating individual webs of the variety of relationships they have with others. Students then identified what needs each of their relationships fulfilled. Some of the needs were physical well-being, housing, clothing, safety, and emotional well-being (e.g., sense of belonging, self-esteem, love).
The teacher and class then discussed what relationships add to their lives. From this discussion, they brainstormed a list of the reasons why it is important to establish and maintain relationships. They wrote journal entries about why people need to have other people who like them and care about them. They also created sociograms to identify the various relationships in their lives. In the sociograms students used arrows and descriptions to show the nature of these relationships, how they felt about the other people in their relationships, and how these people might feel about them.
The teacher and students discussed the responsibilities and pressures that accompany relationships. In small groups, students discussed issues such as the benefits and difficulties of having a friendship with someone of a different age, gender, or ethnic background. Students formulated a list of important concepts that arose from their discussions (e.g., tolerance and respect for differences, responsible behaviour, loyalty, empathy, resistance to peer pressure, caring and compassion, assertiveness). The teacher provided students with hypothetical "Dear Abby" letters that illustrated conflicts and responsibilities in relationships. Students wrote replies and provided the teacher with a log of their thinking to explain their responses.
The teacher provided students with scenarios to help them practice being assertive and to reject unhealthy choices. Students watched a video that differentiated among assertive, aggressive, and passive responses to feeling pressured into making choices. They discussed positive impacts of and negative pressure from the media, peers, and social trends. Students participated in role-plays to demonstrate how they might make healthy, responsible choices.

Defining the Criteria

The teacher reviewed with students the prescribed learning outcomes for the activities and explained the requirements of each task. The students and teacher decided that the following key criteria should be demonstrated in the assigned tasks.

Sociogram

identifies a range of relationships in which he or she is involved
describes the nature of the relationships
shares personal feelings about their relationships
identifies how the other partners in their relationships may feel about him or her
presents clear reflections on his or her relationships

Replies to Letters

identifies the issue or issues raised in the letters
identifies how each character in the letter may be feeling
considers responsibilities of each character
considers a variety of alternative actions to resolve the issue or issues and identify their consequences
recommends viable, reasonable solutions that promote responsible, healthy relationships

Role Play

includes descriptions, through dialogue or actions, that show how physical, rational, ethical, and emotional factors influence decision making
includes conflict and peer pressure
shows passive, aggressive, and assertive responses
demonstrates the decision-making steps required to deal positively with conflict and peer pressure
provides examples of how social trends and the media impact on decision making in personal relationships
presents dialogue that incorporates the rhythms and vocabulary of actual speech

Assessing and Evaluating Student Performance

The teacher used the following rating scales to assess student performance.

Sociogram and Letter

Rating	Criteria
Outstanding	Complete; includes all required elements. Shows evidence of personal reflections and insight. Demonstrates a complete understanding of the concept
Good	Complete; includes all required elements. Shows some evidence of personal reflection and insight.
Satisfactory	Complete; includes all required elements. Shows little evidence of personal reflection and insight.

Role Play

Rating	Criteria
Outstanding	The role play covers the important aspects of the issue. It shows a variety of factors that influence decision making. Problem-solving and decision-making steps are well delineated. The student clearly demonstrates the differences in an assertive, aggressive, and passive response to peer pressure. The student provides examples of social trends from the media and clearly shows how these might impact on decision making. The dialogue is realistic and very effective.
Good	The role play covers many of the issues. It shows most of the factors that influence decision making. The steps to problem solving and decision making are delineated. The student demonstrates different possible responses to peer pressure and includes evidence of either the impact of social trends or of the media on decision making. Vocabulary is realistic and often effective.
Satisfactory	The role play identifies some of the issues and some of the factors that influence decision making. It includes the steps of problem solving and decision making, but they are not well delineated. The student attempts to demonstrate the difference between an assertive and aggressive response to peer pressure. Vocabulary is realistic but generally not effective.

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Revised: November 24, 1999

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