Deck 3: Standards-Based Planning, Teaching, and Assessment in Health Education

Question 1

The primary focus of traditional health education programs has been

A) decision making for transitions into childhood, adolescence, and adulthood.
B) learning and practicing personal skills.
C) effective communication.
D) the acquisition of knowledge.

Answer 1

the acquisition of knowledge.

Question 2

There are ________ National Health Education Standards (NHES).

A) 5
B) 6
C) 7
D) 8

Answer 2

8

Question 3

The major change in school health education programs has been the transition from a

A) skill-based focus to a knowledge-based focus.
B) knowledge-based focus to a skill-based knowledge.
C) personal skills focus to a social skills focus.
D) knowledge-based focus to a health education focus.

Answer 3

knowledge-based focus to a skill-based knowledge.

Question 4

The functional knowledge that students should have about disease prevention and health promotion is part of which NHES standard?

A) core concepts
B) accessing valid health information
C) advocacy
D) interpersonal communication

Question 5

Students who learn to practice a range of skills for healthy behaviors are becoming more proficient at which NHES standard?

A) analyzing internal influences
B) self-management
C) advocacy
D) interpersonal communication

Question 6

Students who can express opinions based on accurate information about a health issue are demonstrating which NHES standard?

A) analyzing internal influences
B) self-management
C) advocacy
D) interpersonal communication

Question 7

Which organization has provided leadership in developing analytic rubrics for assessing the National Health Education Standards?

A) State Collaborative on Assessment and Student Standards in Health Education (SCASS)
B) Council of Chief State School Officers (CCSSO)
C) Rocky Mountain Center for Health Promotion and Education (RMC)
D) Association for State and Territorial Health Officers (ASTHO)

Question 8

One guideline that teachers can use to make decisions about the information necessary for students to know is to build health

A) instruction across an entire grade level.
B) lessons on existing student knowledge.
C) concepts from the bottom up.
D) concepts from the top down.

Question 9

When students are proficient at NHES 3 (accessing information, products, and services), they should be able to do all of the following, EXCEPT

A) assess personal health status.
B) access valid health information.
C) access community health helpers.
D) evaluate products and services with a critical eye.

Question 10

Which of the following are internal influences on health behavior?

A) feelings, friends, values, and family
B) feelings, likes, curiosity, and media
C) friends, family, likes, and values
D) values, likes, curiosity, and feelings

Question 11

Which of the following statements best describes effective communication skills?

A) Effective communication skills must be learned and practiced.
B) Effective communication skills come naturally according to a predictable developmental sequence.
C) Effective communication skills can cause confusion and anger.
D) Effective communication skills are more important in relationships than in school.

Question 12

The two main types of oral communication skills are

A) verbal and nonverbal.
B) speaking and listening.
C) listening and nonverbal.
D) all of the above.

Question 13

Which theory is linked to Standard 2: Analyzing Influences?

A) Health Belief Model
B) Theory of Planned Behavior
C) Social Cognitive Theory
D) Theory of Reasoned Action

Question 14

Effective verbal communication skills include which of the following?

A) tone of voice, I statements, nodding
B) eye contact, tone of voice, I statements
C) empathy, eye contact, tone of voice
D) I statements, a clear message, tone of voice

Question 15

Which of the following is NOT an example of a refusal technique to resist peer pressure discussed in the textbook?

A) avoid the situation or walk away
B) argue with the peer
C) give an excuse or a reason
D) suggest alternatives

Question 16

Good listening skills include which of the following skills?

A) eye contact, nonverbal cues, I statements
B) I statements, nonverbal cues, refusal statements
C) eye contact, nonverbal cues, empathy
D) eye contact, I statements, empathy

Question 17

One of the most common reasons that adolescents start to engage in risky behavior is that

A) they are careless of the feelings of others.
B) they are egocentric.
C) they have seen their parents practice in risky behaviors.
D) they believe that their friends do it.

Question 18

Peer resistance/refusal skills are important in

A) countering the initiation of health risk behaviors.
B) learning good safety skills.
C) learning good nonverbal communication skills.
D) learning to become an aggressive communicator.

Question 19

Most elementary and middle school students approach the steps of decision making

A) seriously.
B) thoroughly.
C) with confusion.
D) impulsively.

Question 20

What report sheds new light on how teens may process emotions differently from adults?

A) "Thinking As a Teen: What Works"
B) "Teenage Brain: A Work In Progress"
C) "Teens and Thought"
D) "Thought Process: A Teen Study"

Question 21

Two important lessons that children learn when they are allowed to make their own decisions are

A) choices have consequences, and most decisions are uncomplicated.
B) decision making is a skill, and the results can be unpleasant.
C) choices have consequences, and they are accountable for them.
D) speed is important, and other people and feelings should be ignored.

Question 22

The concepts associated with decision making include

A) define the problem, list alternatives, list pros/cons, choose, evaluate.
B) define the problem, list pros/cons, evaluate the outcome.
C) define the problem, make a plan, set a short-term goal, evaluate.
D) define the problem, set a short-term goal, set a long-term goal, implement, evaluate.

Question 23

Goal setting steps include

A) set a long-term goal, assess your situation, make a plan, evaluate your progress.
B) set a short-term goal, assess your situation, set a long-term goal, evaluate your progress.
C) assess your situation, set a short-term goal, make a plan, evaluate.
D) define your situation, list options, identify a long-term goal, evaluation.

Question 24

Goals should be

A) SILLY.
B) SUPER.
C) SMART.
D) SAFE.

Question 25

In order to learn self-management, students must

A) engage in behavioral rehearsals.
B) consider the theory of planned behavior.
C) conduct a risk assessment.
D) be able to set goals and make health-enhancing decisions.

Question 26

Intention to practice healthy behaviors and attitude toward a behavior are constructs of

A) Health Belief Model.
B) Transtheoretical Theory.
C) Theory of Planned Behavior.
D) Theory of Reasoned Action.

Question 27

Becoming an advocate for health means

A) telling others how to behave.
B) one can take a stand on a health-related issue.
C) standing outside the voting polls to influence voters.
D) being politically active.

Question 28

The quote "Healthy kids make better learners" illustrates the importance of

A) cornerstone CDC initiatives.
B) effective health education.
C) the theory of Planned Behavior.
D) prevention programs.

Question 29

What is the overall goal of health education?

A) to develop productive adults
B) to disseminate health information
C) to have students adopt and maintain healthy behaviors
D) to give students an interactive way to model relevant social skills

Question 30

The "backward design" process encourages educators to do what before planning?

A) identify desired student outcomes
B) use varied viewpoints
C) consult appropriate support material
D) study past trends

Question 31

According to Wiggins and McTighe, an effective curriculum designer must make the ________ clear to the students.

A) time-frame for completion
B) rationale
C) state standards
D) goals

Question 32

Understanding by Design Units are planned in three stages, which of the following is NOT one of those stages?

A) Clarify desired results
B) Determine needed evidence
C) Develop the learning plan
D) Evaluate the learning plan

Question 33

What do standards provide to the lesson plan?

A) respectability
B) the bulk of information
C) broad targets
D) teacher expectations

Question 34

What is step one when planning a lesson/unit using the backward design process?

A) gathering necessary supplies
B) designing/obtaining evaluation tool(s)
C) determining desired results
D) denoting potential topic cross integration

Question 35

Which of the following is NOT a construct of the Theory of Planned Behavior?

A) objective norms
B) attitudes toward a behavior
C) subjective norms
D) perceived behavior control

Question 36

When should student assessment occur?

A) as time allows
B) concurrently with teaching
C) after the lesson concludes
D) on pre-service days

Question 37

The two main parts of a meaningful assessment are performance task and

A) results.
B) criteria.
C) knowledge-based understanding.
D) recall capacity.

Question 38

Many educators find it tempting to focus their lesson planning by first choosing

A) goals.
B) testing materials.
C) activities.
D) media resources.

Question 39

In an active learning plan, what should follow an engaging introduction?

A) learning activities
B) guided small group work
C) evaluation expectations
D) discussion of topic

Question 40

A good learning plan ends with

A) a fun activity (group or individual).
B) a closing that allows student to reflect.
C) a take-home activity that brings all learned elements together.
D) content reading.

Question 41

What do Danielson and McGreal say is a powerful activity for teacher learning?

A) continuing education
B) periodic training
C) reflection on classroom practice
D) open dialog among peer teachers

Question 42

All the following are suggestions for making instruction more effective for students with cognitive disabilities, EXCEPT which one?

A) Be concrete.
B) Repeat key information.
C) Limit and focus topic questions.
D) Use many approaches.

Question 43

Assessment should benefit which group the most?

A) teachers
B) students
C) administrators
D) parents

Question 44

"Authentic" assessment is

A) reflective of the true student.
B) valued in the outside world.
C) dependent on measurable objectives.
D) self-assessed.

Question 45

Which of the following is NOT true of rubrics?

A) Rubrics can be used by both students and teachers.
B) Rubrics are frameworks for evaluating student work.
C) Rubrics define evaluation criteria.
D) Rubrics are a widely used type of performance task.

Question 46

What should newly developed rubrics always use?

A) reward levels
B) four target ranges
C) easily understood descriptors
D) an eight-box grid

Question 47

An oral presentation is considered what kind of assessment approach?

A) constructed response
B) performance
C) product
D) process-focused

Question 48

A portfolio assessment is considered what kind of assessment approach?

A) constructed response
B) performance
C) product
D) process-focused

Question 49

What is the name of the web-based tool that helps teachers create quality rubrics?

A) Rubistar
B) RubricHelp
C) CreateRub
D) TeacherRub

Question 50

Why might a rubric be preferable to traditional letter grades?

A) It is a more accurate reflection of submitted work.
B) Teacher evaluation is faster.
C) Students know exactly what is expected.
D) It cuts down on paperwork.

Question 51

School districts should wait until students are in high school to address health lifestyle issues.

Question 52

The NHES stress the importance of learning facts.

Question 53

The major emphasis in school health education today is the acquisition of health knowledge.

Question 54

The change from a skill-based focus to an information-based focus has been the main purpose of the NHES.

Question 55

Personal and social skills should be integrated into all school subject areas.

Question 56

State and local education agencies often use the NHES for developing their health education curricula.

Question 57

When students take an active role in obtaining information, their role as passive learners becomes more evident.

Question 58

The ability of students to access valid health information is a vital part of the NHES.

Question 59

Acquiring functional knowledge is critical for health promotion and disease prevention.

Question 60

Teachers use the Know-Wonder-Learn (KWL) chart to assess students' knowledge following a health education unit.

Question 61

The NHES focuses on important health-promoting concepts and skills for students to learn and practice.

Question 62

Health education lessons should show students how the concepts and skills they learn connect with their lives.

Question 63

The media is one of the internal influences affecting health risk behaviors that students examine.

Question 64

Students should examine both internal and external influences on health behavior.

Question 65

Examination of advertising techniques gives students the opportunity to imitate them.

Question 66

Using ".com"
websites is one of the best ways for curious consumers to gather health information.

Question 67

Good communication skills help people learn about themselves.

Question 68

Good communication skills help students succeed in the classroom.

Question 69

Communication is a skill that comes naturally to most people.

Question 70

Asking questions is one way to show good listening skills.

Question 71

Good listeners paraphrase what the speaker says to make sure they understand what the speaker is saying.

Question 72

Understanding nonverbal messages is not necessary when practicing effective communication skills.

Question 73

Making an excuse in order to refuse smoking marijuana is an example of ineffective refusal technique.

Question 74

Refusal skills are elements of effective communication.

Question 75

Students need time to practice effective peer resistance skills.

Question 76

Children can learn that every choice is connected to a consequence.

Question 77

With recent advancement, students make many health-related decisions with the help of adult mentors.

Question 78

Parents and teachers should hold children accountable for their decisions.

Question 79

Primary-age school children should be taught formal decision-making models.

Question 80

Goals as discussed in Standard 6 should be observable, measurable, and defined in manageable steps.