Student Learning Targets:

Knowledge Targets

I can identify a health enhancing position on a topic
I can find accurate information to support a topic

Reasoning Targets

I can evaluate the validity of a source for support of topic

Skills (Performance) Targets

I can construct a health enhancing position
I can support my position on a topic with valid evidence

Product Targets

I can present my position in product form. e.g. socratic seminar, paper, debate.

Proficiency Scale

The Student ...

1 Beginning

... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).

No position stated, OR position is not health-enhancing
No accurate or relevant support for position is provided

2 Developing

... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

Unclear or conflicting positions
Inadequately supports position. Facts, concepts, examples, or evidence used contain significant inaccuracies and/or have little relevance

3 Proficient

“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

Constructs a clear, health-enhancing position
Supports position using facts, concepts, examples, and evidence; support may be incomplete and/or contain minor inaccuracies

4 Advanced

... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

descriptors

Resources

Vocabulary

words

list

Websites

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» MS Health