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Health Education

Sample Rubrics
Health Education Sample Rubrics

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Health Education Sample Rubrics

Example: Student Rubric — Concepts

It’s a 4 if:
• I showed facts that are all correct.
• I covered everything important.
• I have shown that I really understand.
• I have provided some new ideas based on what I learned.
• I see fireworks—the message is clear and bright!
It’s a 3 if:
• I added lots of facts—but I am not sure if everything is absolutely true.
• I covered everything important.
• I have shown that I really understand.
• I have provided at least one new idea based on what I learned.
It’s a 2 if:
• I am not sure my facts are true.
• I need more details.
• I really don’t see the light.
• I had trouble thinking of ideas.
• I am still searching!
It’s a 1 if:
• I did very little.
• I tried, but really didn’t get it.
• I didn’t understand.
• I didn’t include facts.
• I am glad that I’m done.

© 1997 Council of Chief State School Officers. All Rights Reserved. Used with permission.

! !

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Health Education Sample Rubrics

Concepts Rubric
The basic foundation of all of the Colorado health skills is the ability to comprehend concepts. Students
should be able to obtain accurate, reliable, and credible knowledge to use to maintain or develop healthy
behaviors. Although a curriculum that is only based on concepts will not change health behaviors, the
pairing of this standard with the other skill standards will bring about the desired change in student health
practices. Concepts can be assessed according to depth and/or breadth of understanding.
!!

Rating Description
Above Mastery 4 The response demonstrates an accurate and complex knowledge level of the
information. Students are able to show a strong connection between “what” and
“how” or “why” with behavior and health.

Mastery of Grade 3 The response demonstrates a mostly accurate knowledge level of the
Level Standards information. There may be some minor inaccuracies or omissions. Students may
show some connections between “what” and “how” or “why” with behavior and
health.

Approaching Mastery 2 The response demonstrates some accurate knowledge of the information. There
may be incomplete or significant inaccuracies. The student may attempt to show
connections between “what” and “how” or “why” with behavior and health, but
the conclusion is incomplete or flawed.

Novice 1 The response demonstrates very little accurate knowledge of the information.
There are significant inaccuracies and no connection is made between behavior
and health.
!
This example demonstrates connections between behavior and health.
!

4 Smoking is unhealthy for you because chemicals, like benzopyrene, Student demonstrates a
get into the lungs and affect the cells ability to divide correctly, complex relationship between
which may cause cancer. Cancer is a disease that keeps my lungs “what” and the “how” and/or
from working well, and I won’t be able to do athletics or be active. I “why.”
might have surgery or take chemotherapy drugs, which will affect
my quality of life.

3 Smoking is unhealthy for you because it causes cancer of the lung. Students demonstrates a
Cancer can keep you from doing things and could kill you. relationship between “what”
and the “how” and/or “why.”

2 Smoking gives you cancer. An attempt is made to connect


health and behavior.

1 Smoking is bad. No connection made between


health and behavior.

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Health Education Sample Rubrics

CCSSO-SCASS Health Education Holistic Scoring Rubrics

Concepts Rubric Skills Rubric


4 The response is complex, accurate, 4 The response shows evidence of the
and comprehensive, showing ability to apply health skills; the
breadth and depth of information; response is complete and shows
relationships are described and proficiency in the skill.
conclusions drawn.
3 The response identified 3 The response shows evidence of the
relationships between two or more ability to apply health skills; the
health concepts; there is some response is mostly complete but may
breadth of information, although not be fully proficient.
there may be minor inaccuracies.
2 The response presents some 2 The response shows some evidence
accurate information about the of the ability to apply health skills.
relationship between health The response may have inaccuracies
concepts, but the response is or be incomplete.
incomplete and there are some
inaccuracies.
1 The response addresses the 1 The response shows little or no
assigned task but provides no evidence of the ability to apply health
accurate information about the skills.
relationship between health
concepts.

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Health Education Sample Rubrics

Scoring Rubric for Core Concepts - MS/HS


CC
Students will comprehend concepts related to
health promotion and disease prevention to enhance health.
Connections Score Comprehensiveness Score

Completely and accurately describes relationships between Thoroughly covers health topic, showing both breadth
behavior and health. Draws logical conclusion(s) about the 4 (wide range of facts and ideas) and depth (details about 4
connection between behavior and health. facts and ideas). Response is completely accurate.

Describes relationships between behavior and health with Mostly covers health topic, showing breadth and depth,
some minor inaccuracies or omissions. Draws a plausible but one or both less fully. Response is mostly accurate,
conclusion(s) about the connection between behavior and 3 but may have minor inaccuracies. 3
health.

Description of relationship(s) between behavior and health Minimal coverage of health topic, lacking breadth or
is incomplete and/or contains significant inaccuracies. showing little to no depth. Response may show some
Attempts to draw a conclusion about the connection 2 inaccuracies. 2
between behavior and health, but conclusion is incomplete
or flawed.

Inaccurate or no description of relationship(s) between No coverage of health topic information. Little or no


behavior and health. Inaccurate OR no conclusion drawn 1 accurate information. 1
about the connection between behavior and health.

Goals or Action:

Core Concepts Score: ______


© RMC Health 2011 Page 5 rmc.org
Health Education Sample Rubrics

Scoring Rubric for Concepts – Elementary School CC


Students will comprehend concepts related to
health promotion and disease prevention to enhance health.
Connections Score Comprehensiveness Score
I have described ALL of the connections between my health I thoroughly covered the health topic, by providing a wide range
and my behavior. I have drawn logical conclusions.
4 of facts and ideas and details about facts and ideas. My facts
4
are completely correct.

I have described most of the connections between my health I provided most of the facts and ideas about the health
and my behavior. I have drawn reasonable conclusions.
3 behavior, as well as details about most of the facts and ideas.
3
My facts are mostly right.

I have described a few of the connections between my health I provided a few facts and ideas about the health behavior, but
and my behavior. I have tried to draw a conclusion, but my 2 I haven’t provided much detail about facts and ideas. The 2
conclusion might be incomplete or wrong. health information I provided might not be completely right.

I haven’t described the connections between my health and 1 I haven’t provided any facts and ideas about the health 1
behavior. I haven’t included a conclusion. behavior. The health information I provided might be wrong.

Goals or Action:

Core Concepts Score: ______

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Health Education Sample Rubrics

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Health Education Sample Rubrics

Analyzing Influences Skills Rubric


Analyzing influences is a skill that has students examine how two types of influences affect their behavior.
The first is outside influences. These include family, friends, movies, culture, television, music, and
technology, such as the Internet. The other influence is internal. This includes curiosity, desires, fears,
perceived social norms, and interests. These influences can be positive or negative. This skill challenges
students to understand how these influences affect their health and behavior towards various situations.

Skill Model:
Identify
Make a Protect from
Influences Evaluate
Positive Negative
(Internal and Influences
Choice Influences
External

Rating Description
Above Mastery 4 Fully recognizes relevant influences--both internal and external. Accurately
and completely explains how the influence impacts them personally, their
family, and/or their community. Able to choose positive influences and
provide strategies to protect themselves from negative influences.

Mastery of Grade 3 Recognizes relevant influences and includes both internal and external.
Level Standards Provides a general explanation of how the influences impact them
personally, their family, and/or their community. Able to choose positive
influences, and attempts to provide strategies to protect themselves from
negative influences.

Approaching 2 Recognizes the influences, but may not include both internal and external.
Mastery Does not provide an effective explanation of how the influence affects them
personally, their family, and/or their community.

Novice 1 No relevant influences are identified. Explanation is missing or a


misunderstanding of the impact of the influence.

Notes:

The key word for student work scoring a 4 is impact. The student needs to recognize and state an influence.
Higher-level thinking skills require the student to analyze, evaluate, and interpret this influence on health.
Classroom activities must focus on the exploration of internal (curiosity, fear, interest, etc.) and external
(media, culture, peer, ethnic, societal, etc.) influences.

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Health Education Sample Rubrics

Scoring Rubric for Analyzing Influences - MS/HS


INF
Students will analyze the influence of family, peers, culture, media, technology,
and other factors on health behavior.

Accurately identifies both external and internal influences. Effectively explains how external and internal influences interact to impact
health choices and behaviors of individuals, families, and communities. The explanation may include both positive and negative 4
influences.

Accurately identifies influences and explains how these influences impact health choices and behaviors of individuals, families, and
communities. The explanation may distinguish between external and internal influences, but does not clarify how external and internal 3
factors interact to impact health choices and behaviors.

Identifies one or more relevant influences, but does not provide an effective explanation of how the influence(s) impact(s) health choices
and behaviors of individuals, families, and communities. 2

Does not identify relevant influences, OR offers no explanation, OR the explanation reveals a flawed analysis of the influences’ impact
on health choices and behaviors of individuals, families, and communities. 1

Goals or Action:

Analyzing Influences Score: ______


© RMC Health 2011 Page 9 rmc.org
Health Education Sample Rubrics

Scoring Rubric for Analyzing Influences – Elementary School INF

Students will analyze the influence of family, peers, culture, media, technology, and other factors on health
behavior.

I fully recognized the internal and/or external factors that influence the health behaviors of others and myself. I accurately and
completely explained how each influence impacts personal, family and/or community health practices and behaviors. 4

I recognized the internal and/or external factors that influence the health behaviors of others and myself. I gave a satisfactory
explanation of how each influence impacts personal, family and/or community health practices and behaviors. 3

I sort of recognized the internal and/or external factors that influence the health behaviors of others and myself, but I did not provide an
effective explanation of how the influence(s) impact personal, family and/or community health practices and behaviors. 2

I didn’t recognize the internal and/or external factors that influence the health behaviors of others and myself. My explanation is missing
or is not correct. 1

Goals or Action:

Analyzing Influences Score: _____


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Health Education Sample Rubrics

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Health Education Sample Rubrics

Accessing Information Skills Rubric


Accessing Information is a skill that requires students to be able to gather information on products and services.
After the information is gathered, they need to be able to evaluate the information according to its validity (is the
information truthful) and its reliability (where did the information come from?). This skill is often the foundation for
other skills such as decision-making. This skill can be applied to not only information from other people, but also
information gathered from books, magazines, television, and especially the Internet.

Skill Model:

Rating Locates Validity Reliability


Information Description Description
Above Mastery 4 Able to locate very Thoroughly evaluates each Identifies specific sources
specific sources that source for validity and of health information,
are relevant for appropriateness. May products, and/or services.
enhancing health in a include accessibility and Provides complete and
given situation. affordability to the given accurate citations for the
health situation. Clearly and specific source and
accurately explains why the reasons why they are
sources are valid and reliable.
appropriate.

Mastery of 3 Locates general Evaluates the source for Identifies sources of


Grade sources that may validity and appropriateness. health information for
Level Standards enhance health in a Provides a general products and/or services.
given situation. explanation as to why the Citations are mostly
sources are valid. accurate and complete.

Approaching 2 Locates general Attempts to evaluate the Identifies general sources


Mastery sources that does not source, but it is incomplete of health information.
specifically support or is flawed. Does not Sources may be
health-enhancing provide an effective inaccurate or incomplete.
behaviors in a given explanation.
situation.

Novice 1 No sources located OR Evaluation of the source is No source is identified.


the information does incorrect. Cannot determine
not support health- if the source is valid or does
enhancing behaviors in not attempt to evaluate the
a given situation. source.
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Health Education Sample Rubrics

Notes:
To meet this standard, it is important that students learn to give complete citations and understand how to
evaluate and identify valid resources. Teaming with the media specialist and English teachers is important.
Under reliability, the difference between a 2 and a 3 is the ability to identify a specific source as opposed
to a generic source. In order to score a 4 under validity, students must use of critical thinking skills--
analysis, comparison, synthesis, and evaluation.

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Health Education Sample Rubrics

Scoring Rubric for Accessing Information - MS/HS AI


Students will demonstrate the ability to access valid information
and products and services to enhance health.
Accessing Evaluating
Health Information Score Information Sources Score
Locates very specific sources of health information, Clearly and accurately explains the degree to which identified
products, or services especially relevant for enhancing sources are valid, reliable, and appropriate as a result of a
health in a given situation. thorough evaluation of each source. The explanation includes
4 specific and extensive evaluative criteria for determining 4
validity, reliability, and appropriateness.

Locates general sources of health information, products, Explains the degree to which identified sources are valid,
or services that may enhance health in a given situation. reliable, and appropriate as a result of an evaluation of each
source. However, the explanation does not include extensive
3 or specific evaluative criteria used in determining validity, 3
reliability, and appropriateness of the sources.

Locates general sources of health information, products, Attempts to explain whether identified sources are valid,
or services; however, the information does not specifically reliable, and appropriate; however, the evaluation is
support health-enhancing behaviors in a given situation. 2 incomplete or flawed, OR the explanation is ineffective. 2

No sources located OR the information does not support Does not attempt to evaluate sources to determine validity,
health-enhancing behaviors in a given situation. reliability, and appropriateness to the given health situation.
1 No explanation is provided. 1

Goals or Action:

Accessing Information Score: ______


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Health Education Sample Rubrics

Scoring Rubric for Accessing Information – Elementary School AI


Students will demonstrate the ability to access valid information
and products and services to enhance health.
Source Identification Source Validity Score

I identified all of my source(s) of health information, I thoroughly explained why all of my sources are appropriate to the given
products or school/community services. I completely and health situation. My explanation is complete and accurate. 4
accurately stated where I found my source(s).

I identified most of my source(s) of health information, I provided a satisfactory explanation of why most of my sources are
products or school/community services. I usually stated appropriate to the given health situation. My explanation is accurate. 3
where I found my source(s).

I identified some of my source(s) of health information, I tried to explain why some of my sources are appropriate, but it may not
products or school/community services. In general, I be complete or accurate. I could have provided a better explanation. 2
stated where I found my source(s).

I didn’t state or say where I found my sources. It’s not clear that the source I used is appropriate—OR—I didn’t attempt to
explain how the sources were appropriate to the given health situation. 1

Goals or Action:

Accessing Information Score: ______

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Health Education Sample Rubrics

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Health Education Sample Rubrics

Interpersonal Communications Skills Rubric


There are many different strategies and types of communication skills that fit under interpersonal
communication. The main goal of this skill is to give students tools to strengthen their interpersonal
communication skills in order to reduce or avoid conflict, resist pressure, or convey health needs, ideas or
beliefs to enhance health. Interpersonal communication skills should be assessed based on general
communication techniques (behaviors) such as eye contact, appropriate body language, respectful tone,
clear messages, attentive listening, as well as specific skills. These skills will be used for specific purposes,
negotiation, refusal, conflict management, or advocacy. All have unique skill sets that will need to be
assessed. Students will need to practice specific skill based on the situation and intended outcome. Below
you will find potential steps for specific communication skills. The ones listed below are just an example of
one way to teach the steps.

Refusal Skills:

Conflict Resolution Skills:

Active Listening Skills:

I - Message Skills:

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Health Education Sample Rubrics

Interpersonal Communication Skills Rubric

Rating Description
Above Mastery 4 Thoroughly uses appropriate communication techniques and skills to
effectively convey or exchange information to enhance the health of self and
others. The results are highly effective and the student demonstrates a high
level of self-efficacy in using the skill.

Mastery of Grade 3 Uses appropriate communication techniques and skills to organize and
Level Standards convey or exchange information about health needs, ideas or beliefs to
enhance the health of self and others. The results are effective, but may
have some omissions.

Approaching 2 Attempts to use communication techniques and skills to enhance the health
Mastery of self and others, but they may be ineffective or ineffectively used.

Novice 1 Little or no evidence of the ability to convey or exchange information, ideas


or beliefs about health. Does not use appropriate techniques or skills to
enhance the health of self and others.

Notes:
This rubric can be used for a variety of skills that fall under Interpersonal Communication.

Because this standard involves many different skills, the teacher needs to make sure they identify the
appropriate strategies they are actually assessing. Students need to be aware of what it is exactly they are
being asked to do.

Students will need to show the ability to select and use the appropriate strategies in different situations
and demonstrate how the effective use of selected skills enhances health. This standard may overlap to
some degree with Self-Management and Decision-Making.

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Health Education Sample Rubrics

Scoring Rubric for Interpersonal Communication - MS/HS IC


Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or
reduce health risks.
Communication Strategies* Score

Uses appropriate verbal/nonverbal communication strategies in a highly effective manner (in a given situation with a particular 4
audience) to enhance health or avoid/reduce risk for the health of self and others.

Uses appropriate verbal/nonverbal communication strategies in a generally effective manner (in a given situation with a particular 3
audience) to enhance health or avoid/reduce risk for the health of self and others.

Uses verbal/nonverbal communication strategies effectively, but the strategies may be inappropriate for a given situation or a
particular audience, OR the use of the selected strategy may be ineffective. In either case, the effect may not enhance health or
2
avoid/reduce risk for the health of self and others.

Uses inappropriate verbal/nonverbal communication strategies to the given situation and particular audience, OR
the communication strategies are used ineffectively. In either case, the effect will not enhance health or avoid/reduce risk
1
for the health of self and others.
*This rubric can be used to assess a variety of communication skills and strategies, including:
Skill Sets Behaviors
• Negotiation skills • Eye contact • Clear message • Attentive listening
• Refusal skills • Body language • “I” messages • Re-stating other points of view
• Conflict • Respectful tone • Expressing needs, wants, and feelings • Suggesting an alternative
management skills
• Advocacy skills

Goals or Action:

Interpersonal Communication Score: ______

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Health Education Sample Rubrics

Scoring Rubric for Interpersonal Communication – Elementary School IC


Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or
reduce health risks.
Communication Strategies

I used all of the appropriate verbal communication and body language strategies* to enhance the health of myself and others extremely
well: 4

I used mostly appropriate verbal communication and body language strategies* to enhance the health of others and myself. 3

I tried to use verbal communication and body language strategies* to enhance the health of others and myself. I may have used an
inappropriate strategy, or I did not use the strategies very well. 2

I rarely or never used appropriate verbal communication or body language strategies* to enhance the health of myself and/or others. I
didn’t maintain a healthy limit. 1

*This rubric can be used to assess a variety of communication skills and strategies, including:
Skill Sets Behaviors
• Negotiation skills • Eye contact • Clear message • Attentive listening
• Refusal skills • Body language • “I” messages • Re-stating other points of view
• Conflict • Respectful tone • Expressing needs, wants, and feelings • Suggesting an alternative
management skills
• Advocacy skills

Goals or Action:

Interpersonal Communication Score: ______

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Health Education Sample Rubrics

© RMC Health 2011 Page 21 rmc.org


Health Education Sample Rubrics

Decision-Making Skills Rubric


Decision-making skills allow us to sort through a problem, identify some healthy alternatives, evaluate
whether those alternatives will be good or bad, and then act and reflect on the situation. This process can
lead to lifelong healthy behaviors. Students can learn how to demonstrate the steps used in making a
good, healthy decision which will enhance their quality of life.

Skill Model:

Identify Brainstorm Identify Make Reflect


Decision Options Possible Outcomes Decision On Decision

Rating Description
Above Mastery 4 Reaches a health enhancing decision using the decision making
process. Student examines a comprehensive set of alternatives
and fully evaluates the positive and negative outcomes for each
alternative. Student show appropriate reflection on the decision
that was made.

Mastery of Grade 3 Reaches a health enhancing decision. The decision making


Level Standards process is complete and includes all of the steps.

Approaching Mastery 2 Reaches a health enhancing decision. The decision making


process is incomplete or not accurate. Their reason for their final
decision may be vague or incomplete.

Novice 1 Does not reach a health enhancing position. Using the steps of
decision-making is not evident.
Notes:
Teachers may need to adapt this rubric based on the particular steps or process used to
teach decision-making.
To receive a 4, all steps must be included, developed and examined.
A process that contains all of the steps, but is somewhat incomplete, will receive a score of
a 3.
If the process shows problems or major omissions within a step, the score will be lowered to
a score of a 2.
Students must conclude with a health-enhancing decision. If it is not, then they will receive a
score of a 1.
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Health Education Sample Rubrics

Scoring Rubric for Decision-Making – MS/HS


DM
Students will demonstrate the ability to use decision-making skills to enhance health.
Use of a Decision-Making Process Score

Reaches a health-enhancing decision using a decision-making process consisting of the following steps:
Identifies a situation that poses a health risk.
Examines a comprehensive set of alternative courses of action.
4
Effectively evaluates the positive and negative health consequences of each alternative course of action.
Decides on a health-enhancing course of action.

Reaches a health-enhancing decision using a decision-making process consisting of the following steps:
Identifies a situation that poses a health risk.
Examines some alternative courses of action.
3
Evaluates some of the positive and negative health consequences of alternative courses of action.
Decides on a health-enhancing course of action.

The decision-making process is incomplete or contains flaws.


For example:
May not identify a situation that poses a health risk. 2
Does not examine alternative courses of action.
Fails to fully or effectively evaluate the positive and negative health consequences of alternative courses of action.
Presents a course of action that is vague, incomplete, or unlikely to enhance health.

Does not reach a health-enhancing decision due to an ineffective decision-making process. Steps of the decision-making process 1
are ineffectively used or not evident.

Goals or Action:

Decision-Making Score: ______

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Health Education Sample Rubrics

Scoring Rubric for Decision-Making – Elementary School DM


Students will demonstrate the ability to use decision-making skills to enhance health.
Use of a Decision-Making Process Score

I reached a healthy decision by using a decision-making process consisting of the following steps:
Identifies a situation that is risky.
Describes a comprehensive set of things I could do in the situation.
4
Fully explains the pros and cons of each course of action.
Makes a healthy decision.

I reached a healthy decision by using a decision-making process consisting of the following steps:
Identifies a situation that is risky.
Describes some of the things I could do in the situation.
3
Explains some of the pros and cons of each course of action.
Makes a healthy decision.

I reached a healthy decision, but my decision-making process is incomplete or contains flaws.


For example, it:
May or may not identify a risky situation. 2
Does not explain the different things I could do in the situation.
Fails to explain the pros and cons of the different courses of action.
Make a decision that appears to be healthy, but doesn’t explain it very well.

I did not reach a healthy decision due to an ineffective decision-making process. My steps of the decision-making process are not 1
clear.

Goals or Action:

Decision-Making Score: ______


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Health Education Sample Rubrics

© RMC Health 2011 Page 25 rmc.org


Health Education Sample Rubrics

Goal Setting Skills Rubric


Goal setting skills allow students to identify and accomplish goals that will lead to healthy behaviors. Goals
allow students to take control of their own lives and strive for healthy outcomes. When a student reaches a
goal it gives them a sense of empowerment and self confidence that can carry over to their adult lives.

Skill Model:

Identify Make Identify Reflections


a Goal Action Plan Problems

Rating Description
Above Mastery 4 Goal is identified and explicitly states a long-term health benefit. The
goal is achievable in the time given. The steps are logical, sequential,
and very complete. There is a process for assessing progress towards
the goal. Student adequately solves problems and makes logical
modifications to their goal so that success is attainable.

Mastery of Grade 3 Goal is identified and it references long-term health benefits. The goal
Level Standards is achievable in the time given. The steps are logical, but may be
somewhat incomplete. There is also a process for assessing progress
towards the goal. Student may attempt to solve problems that arise
when working on the goal.

Approaching 2 Goal is identified, but there is no reference to the long-term health


Mastery benefit. The goal may be unrealistic. Many of the steps have insufficient
information to assess progress towards reaching the goal. Students
may give up when problems arise.

Novice 1 No clear goal identified. No goal setting plan is stated, or the plan is
vague or unrealistic.
Notes:
Depending on the curriculum, this rubric may need to be adapted. Students must make a
clear and concise statement of a health-enhancing goal. Next, they must outline a plan to
reach that goal.
To achieve a 4, the plan must be achievable, logical, sequential, and evaluative.
A plan that contains all steps, but is somewhat incomplete scores a 3
Any major omissions scores a 2; not health-enhancing scores a 1.!
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Health Education Sample Rubrics

Scoring Rubric for Goal-Setting - MS/HS GS GS


Students will demonstrate the ability to use goal-setting skills to enhance health.
Goal Statement Score Goal Setting Plan Score
Clear and complete goal statement that explicitly states The goal-setting plan:
health benefits. The goal is achievable and will result in • Is complete—all important steps are included.
enhanced health. 4 • Follows a logical, sequential process. 4
• Includes a process for assessing progress.

Goal statement that suggests or implies health benefits. The goal-setting plan:
The goal is achievable and will result in enhanced health. • Is complete—all important steps are included.
• Follows a sequential process but may contain minor flaws.
3 3
• Includes a process for assessing progress but could be
incomplete.

Goal statement, but with no reference to health benefits. The goal-setting plan may be incomplete or difficult to
The goal may be unrealistic or unlikely to lead to health implement because of one or more of the following:
benefits. • Does not include all important steps.
2 • Does not follow a logical, sequential process. 2
• Does not include a process for assessing progress.

No clear goal statement, OR the goal will not enhance No goal-setting plan is stated, OR the plan is vague, illogical,
health. 1 or unrealistic. 1

Goals or Action:

Goal-Setting Score: ______

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Health Education Sample Rubrics

Scoring Rubric for Goal-Setting Elementary School GS


Students will demonstrate the ability to use goal-setting skills to enhance health.
Goal Statement Score Goal Setting Plan Score

My goal statement is clear and complete and the goal My goal-setting plan includes:
statement clearly states its long-term health benefits. A reachable goal, directly linked to long-term health
4 benefits. 4
Logical steps in the right order.
A complete plan for determining if I reached my goal.

My goal statement is clear and complete and suggests My goal-setting plan includes:
long-term health benefits. An achievable goal.
3 Logical steps, but not all of the steps.
3
A plan for determining if I reached my goal, but I may have
missed some steps.

My goal statement is clear and complete, but does not My goal-setting plan is incomplete because of one or more of
mention long-term health benefits. the following:
2 An unrealistic goal or one that is not healthy. 2
No steps to reach my goal.
No plan for determining if I have reached my goal.

I didn’t include a clear goal statement. 1 I don’t have a goal-setting plan. 1

Goals or Action:

Goal-Setting Score: ______


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Health Education Sample Rubrics

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Health Education Sample Rubrics

Self-Management Skills Checklist


This standard involves having students practice health-enhancing behaviors. This may include a wide
variety of skills and strategies. Some examples are eating healthy, creating a fitness plan, how to deal with
stress, brushing your teeth, washing your hands, and first aid skills, to name a few. Self-management
encourages students to take responsibility for their health by demonstrating behaviors that reduce health
risks and improve personal health. Because many of these skills are strategies rather than steps to a skill,
the use of a performance checklist is sometimes more effective to assess student’s progress in mastering
the skill. Self-management can also be looked at through the lens of application of skills and self-
assessment.
Students can use a rubric to determine the level to which they transfer health skills into the real world
setting to improve health. For example students could track their use of communication skills and assess
the level that they are managing those skills. Here is an example of stress management techniques and a
checklist for transfer.

Stress Management Strategies:

Strategy #1 Strategy #2 Strategy #3 Strategy #4


Exercise Relaxation Talk to Someone Positive Self-
• Running Techniques • Friend Talk/Thinking
• Lifting • Music • Trusted Adult • Affirmations
Weights • Yoga • Journaling • List positive
• Playing Sports • Breathing strengths

Checklist Directions: Briefly describe the situation in the top row. Then check which technique or
techniques you used. Finally, explain if the technique was effective.

Stressful Situation Description

Techniques Used
Exercise Exercise

Relaxation Relaxation

Talking Talking

Positive Thinking Positive Thinking

Other _____________ Other _____________

Result of Using the Technique

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Health Education Sample Rubrics
Other forms of a checklist may include:

Steps to Proper Hand Washing Steps for Controlling Bleeding


! Wet hands with water (1 pt) ! CHECK the scene to make sure it is safe.
! Apply hand wash (soap) (5 pts) ! CHECK the victim.
! Lather and wash for AT LEAST 15 ! Reassure the victim that you are going to
seconds (5 pts) help.
! Rinse both sides of hands with water ! Cover the wound with a sterile dressing
(2 pts) and apply direct pressure.
! Dry hands and shut off faucet with ! Avoid touching blood or body fluids by
towel (2 pts) wearing disposable gloves.
! Cover dressing with a roller bandage.
Comments:
__________________________________ If the bleeding does not stop—
__________________________________
! Apply additional dressings and bandage
and apply more pressure.
! Call or have someone else CALL 9-1-1 or
Self-Assessment Check List for the local emergency number.
Behavior ! Care for shock.

! I listened to the teacher when she 4 All steps completed in the correct
was giving directions order with perfect technique
! I listened to classmates when they 3 All steps completed; may be out of
were sharing order; technique is acceptable
! I cooperated with my classmates 2 Missing some steps or inaccuracies
! I tolerated the behavior of my in technique
classmates most of the time 1 Missing a significant number of
! I took care of the materials I used steps and or technique is poor
today
! I contributed to class discussions Comments:
___________________________________
Comments: ___________________________________
__________________________________
__________________________________
________________________

Self-Management for Decision Making


Over several days student track decisions related to a health topic and identify if they addressed each of
the steps to the decision-making model.

Date Decision Step 1 Step 2 Step 3 Step 4 Step 5

Comments: ___________________________________________________________________________
© RMC Health 2011 Page 31 rmc.org
Health Education Sample Rubrics

Scoring Rubric for Self-Management – MS/HS SM


Students will demonstrate the ability to practice health-enhancing behaviors
and avoid or reduce health risks.
Application (Transfer) Score Self-monitoring and Reflection Score
• Consistently initiates health-enhancing behaviors to avoid • Consistently monitors actions and makes adjustments as
or reduce risks without prompts or cues. needed.
• Applies learned concepts and skills appropriately and • Openly accepts feedback and makes adjustments as
effectively in new situations to enhance health and avoid 4 needed. 4
or reduce risks. • Consistently able to self-assess, reflect on, and take
responsibility for one’s actions.
• Usually initiates health-enhancing behaviors to avoid or • Usually monitors actions and makes adjustments as
reduce risks without prompts or cues. needed.
• Applies learned concepts and skills appropriately and • Is open to feedback and willing to make adjustments as
effectively in most new situations to enhance health and
3 needed.
3
avoid or reduce risks. • Usually self-assesses, reflects on, or takes responsibility for
one’s actions.
• Rarely initiates health-enhancing behaviors to avoid or • Rarely monitors actions and makes needed adjustments.
reduce risks without prompts or cues, OR requires • Rarely accepts feedback and makes needed adjustments.
prompts, cues, and reminders to initiate health- Rarely self-assesses, reflects on, or takes responsibility for
enhancing behaviors. 2 • 2
one’s actions.
• Seldom applies learned concepts and skills appropriately
and/or effectively in new situations.
• Never initiates health-enhancing behaviors to avoid or • Does not monitor actions.
reduce risks without prompts or cues, OR requires • Fails to accept feedback and does not make adjustments.
prompts, cues, and reminders to initiate health- • Does not self-assess, reflect on, or take responsibility for
enhancing behaviors. 1 1
one’s actions.
• Unable to, or does not, apply learned concepts and skills
to new situations.
Goals or Action:

Self-Management Score: ______


© RMC Health 2011 Page 32 rmc.org
Health Education Sample Rubrics

Scoring Rubric for Self-Management – Elementary School SM


Students will demonstrate the ability to practice health-enhancing behaviors
and avoid or reduce health risks.
Application (Transfer) Score Self-monitoring and Reflection Score
• Consistently demonstrates health-enhancing behaviors • Consistently monitors actions and makes adjustments as
without prompts or cues. needed.
• Applies learned concepts and skills appropriately and in • Openly accepts feedback and makes adjustments as
new situations.
4 needed.
4
• Consistently able to self-assess, reflect on, and take
Text responsibility for one’s actions.
• Usually demonstrates health-enhancing behaviors without • Usually monitors actions and makes adjustments as
prompts or cues. needed.
• Applies learned concepts and skills appropriately and • Is open to feedback and willing to make adjustments as
effectively in most new situations.
3 needed.
3
• Usually self-assesses, reflects on, or takes responsibility
for one’s actions.
• Rarely demonstrates health-enhancing without prompts • Rarely monitors actions and makes needed adjustments.
or cues, OR requires prompts, cues, and reminders to • Rarely accepts feedback and makes needed adjustments.
initiate health-enhancing behaviors. • Rarely self-assesses, reflects on, or takes responsibility for
• Seldom applies learned concepts and skills appropriately
2 one’s actions.
2
and/or effectively in new situations.

• Never demonstrates health-enhancing without prompts or • Does not monitor actions.


cues, OR requires prompts, cues, and reminders to • Fails to accept feedback and does not make adjustments.
initiate health-enhancing behaviors. • Does not self-assess, reflect on, or take responsibility for
• Unable to, or does not, apply learned concepts and skills
1 one’s actions.
1
to new situations.

Goals or Action:

Self-Management Score: ______

© RMC Health 2011 Page 33 rmc.org


Health Education Sample Rubrics

© RMC Health 2011 Page 34 rmc.org


Health Education Sample Rubrics
Advocacy Skills Rubric
Advocacy skills are important for students because they promote healthy norms and behaviors. By using
advocacy skills, students are able to take a stand on a health issue. Next they are able to research the
issue in order to support their position with accurate information. Advocacy can either be for themselves,
or for their families, friends and communities. This skill also includes being able to help peers make
healthy choices, use social norms to develop a health message, and adjust that message for a specific
audience

Skill Model:

Clearly
Identify the Identify the Develop and
Research the
Health Audience and Deliver the Reflection
Topic
Enhancing Delivery Message
Position

Rating Description
Above Mastery 4 • Extremely clear, health-enhancing position.
• Thoroughly supports the position using accurate and relevant facts.
• Strong awareness of the targeted audience and the use of an
• appropriate vehicle to deliver the message.
• Displays a strong and passionate conviction for a healthy position.
• Clear reflection on the effectiveness of the message and outcome.

Mastery of Grade 3 • Generally clear and health enhancing position.


Level Standards • Adequate and mostly accurate facts to support the position.
• Adequate awareness and vehicle to attract a targeted audience.
• Displays conviction for a position.
• Reflection is evident on message and outcome

Approaching 2 • Unclear or conflicting position.


Mastery • Inadequate or inaccurate facts to support the position.
• Some evidence of a targeted audience.
• Minimal conviction in the message.
• Reflection on the message is not clear
• Reflection is evident but may lack specificity

Novice 1 • No position stated or it is not healthy.


• No accurate or relevant facts to support the position.
• No evidence of a targeted audience.
• Lacks conviction in the message.
• Lacks any reflection on the effectiveness
© RMC Health 2011 Page 35 rmc.org
Health Education Sample Rubrics

Notes:
When scoring advocacy, students may score on different levels for each category. For example, they may
score a “3” for displaying conviction of a position and they may score a “2” for evidence of a targeted
audience. The final score is based on an overall rating. When demonstrating health advocacy, students
must show the ability to influence and support others in making positive health choices. A student who
advocates a position that is not health enhancing can score no higher than a 1.

© RMC Health 2011 Page 36 rmc.org


Health Education Sample Rubrics

Scoring Rubric for Advocacy – MS/HS AV


Students will demonstrate the ability to advocate for personal, family, and community health.
Health-enhancing
Score Support for Position Score Audience Awareness Score Conviction Score
Position
Extremely clear, health- Thoroughly supports position • Strong awareness of the Displays strong and
enhancing position using relevant and accurate target audience (e.g., their passionate conviction
facts, concepts, examples, and background, perspective, for position.
4 evidence. 4 interests). 4 4
• Word choice, tone,
examples, graphics, etc., are
well suited to target
audience.
Generally clear, health- Adequately supports position • Awareness of audience is Displays conviction for
enhancing position. using facts, concepts, examples, evident. position.
3 and evidence; support may be
3 3 3
• Word choice, tone,
incomplete and/or contain minor examples, graphics, etc., are
inaccuracies. appropriate for the target
audience.
Unclear or conflicting Inadequately supports position. • Some awareness of Displays minimal
positions. Facts, concepts, examples, or audience may be evident; conviction for position.
2 evidence used contain significant
2 however, word choice, tone,
2 2
inaccuracies and/or have little examples, graphics, etc., are
relevance. not always appropriate for
the target audience.
No position stated, OR No accurate or relevant support • No evidence of audience
position is not health- for position is provided. awareness. No conviction for
enhancing.
1 1 1 1
• Word choice, tone, position is evident.
examples, graphics, etc., are
not appropriate for the
audience.
Goals or Action:

Advocacy Score: ______


© RMC Health 2011 Page 37 rmc.org
Health Education Sample Rubrics

Scoring Rubric for Advocacy — Elementary School AV


NHES #8: Students will demonstrate the ability to advocate for personal, family, and community health.
Health-enhancing
Score Support for Position Score Audience Awareness Score Conviction Score
Position
My pro health position I thoroughly support my position I have demonstrated strong I express a strong and
is extremely clear. by using correct facts and awareness of the target passionate argument
examples. audience (e.g., I understand for my position in my
4 4 the audience’s beliefs, 4 presentation. 4
interests, and prior
knowledge).

My pro health position I satisfactorily support my I demonstrate a good I argue for my position,
is somewhat clear. position by using facts and awareness of the audience. but my presentation
3 examples. However, my support
3 3 isn’t very passionate.
3
may be incomplete and/or
incorrect.
I gave unclear or I didn’t support my position very I demonstrate some I express some
conflicting positions. well. I haven’t included many awareness of the audience. argument for my
2 facts or examples and/or most
2 2 position, but am not
2
are not correct. as persuasive as I
could be.
I didn’t state a position I provided no correct information I don’t demonstrate an I don’t express an
OR my position is not or examples to back my position. awareness of the audience. argument for my
pro health.
1 1 1 position.
1

Goals or Action:

Advocacy Score: ______

© RMC Health 2011 Page 38 rmc.org

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