Health Education Strategies: Examples of Performance Based Assessments

The examples listed below are from the Washington Department of Education & the Colorado Department of Education.

Social Emotional Wellness

A local newspaper has posted a job for a part-time writer. The writer will be responsible for responding to letters that teens have submitted to the newspaper. The editor is seeking out applicants who have knowledge about important issues for teens. You are a student writer who would like to be considered for this job. The editor requires you to respond to a letter that has been submitted by a fictional teenager named ―Stressed and Depressed.‖ You will read and respond to it by writing an advice letter on your knowledge of healthy strategies for dealing with difficult situations
Dear Stressed and Depressed

As a peer coach, you will design two scenarios and create a goal setting plan. Your scenario will be focused around primal emotions that trigger distress with a parent/teacher/peer (e.g. fear, anger). You will address the question: Who/What/When/Where of a stressful situation (e.g. fear/embarrassment and anger) with a parent, teacher, or peer? You will create a goal setting plan to help manage an expected stressful scenario.
Goal Setting Plan for Stress

As a small group, you will perform a role play which guides a fellow student through an unexpected stressful situation. You will perform an impromptu role play to a scenario in which you will demonstrate positive coping strategies (e.g. breathing and positive self-talk) to help one improve his/her overall sense of wellbeing and positive health.
Role Play Stress PBA

As a school counselor/psychologist, you will demonstrate effective communication and advocacy skills by creating a public service announcement to present to the student body in order to increase high school students’ awareness of suicide prevention. Your presentation should revolve around and address this essential question: When you or someone you care about is distressed, what do you do? How can you advocate for a person dealing with emotions (stress, anxiety, depression, sadness, fear) in order to prevent their feelings from escalating to thoughts of suicide?
Suicide prevention PSA PBA

Citing concerns over some of the advertising found in the school’s magazine collection, your school librarian has asked you to join a committee of students to examine the issue. As part of your participation in this committee, you will analyze four magazine advertisements whose messages concern you and then write a letter to their publisher. The results of this task should persuade the publisher to include advertisements with fewer negative messages in the magazines.
A Letter to the Editor

Happy is the New Healthy: Mental and Physical Health

As a peer advocate you will work with fellow students to create action plans and advocacy projects that will help Juan or Sarah (characters in a given scenario), to advocate for themselves and/others to effectively seek help for mental, emotional and physical challenges/issues. Part of your work is to help fellow students to develop effective communication skills and utilize credible resources. You are currently working in a student group. Your task is to develop an action plan for a student facing a potential mental health challenge and to develop a project that advocates for the student in the scenario.

Peer Advocate

Dear Stressed and Depressed: Stress Management

A local newspaper has posted a job for a part-time writer. The writer will be responsible for responding to letters that teens have submitted to the newspaper. The editor is seeking out applicants who have knowledge about important issues for teens. You are a student writer who would like to be considered for this job. The editor requires you to respond to a letter that has been submitted by a fictional teenager named ―Stressed and Depressed.‖ You will read and respond to it by writing an advice letter on your knowledge of healthy strategies for dealing with difficult situations

Dear Stressed and Depressed

Goal Setting Managing Emotions:

As a peer coach, you will design two scenarios and create a goal setting plan. Your scenario will be focused around primal emotions that trigger distress with a parent/teacher/peer (e.g. fear, anger). You will address the question: Who/What/When/Where of a stressful situation (e.g. fear/embarrassment and anger) with a parent, teacher, or peer? You will create a goal setting plan to help manage an expected stressful scenario.
Goal Setting Plan for Stress

Coping with stress role play

As a small group, you will perform a role play which guides a fellow student through an unexpected stressful situation. You will perform an impromptu role play to a scenario in which you will demonstrate positive coping strategies (e.g. breathing and positive self-talk) to help one improve his/her overall sense of wellbeing and positive health.
Role Play Stress PBA

Positive Choices and Options

As a school counselor/psychologist, you will demonstrate effective communication and advocacy skills by creating a public service announcement to present to the student body in order to increase high school students’ awareness of suicide prevention. Your presentation should revolve around and address this essential question:
When you or someone you care about is distressed, what do you do?
How can you advocate for a person dealing with emotions (stress, anxiety, depression, sadness, fear) in order to prevent their feelings from escalating to thoughts of suicide?
Suicide prevention PSA PBA

Creating Positive Social Norms Letter to the Editor

Citing concerns over some of the advertising found in the school’s magazine collection, your school librarian has asked you to join a committee of students to examine the issue. As part of your participation in this committee, you will analyze four magazine advertisements whose messages concern you and then write a letter to their publisher. The results of this task should persuade the publisher to include advertisements with fewer negative messages in the magazines.
A Letter to the Editor

Nutrition

In response to the student council’s request for more input into school cafeteria food choices, the cafeteria director has asked you, Student Council President, to select an additional item to be included on the Healthy Choice Lunch menu. The item chosen must adhere to strict nutritional requirements. You have narrowed the choice to two different brands of the food you have chosen. The cafeteria director asks you to provide a report in support of your choice. The information provided in your report will help your cafeteria director select the healthiest brand.
Cafeteria Choices

Create a nutrition plan that meets the MyPlate recommendations for your target age, weight, and activity level. Use the knowledge you have learned during this unit, your knowledge of caloric intake/metabolic output, and your knowledge of creating a SMART goal.
MyPlate PBA

As a restaurateur you will choose a target audience (e.g. Mexican, Italian, Asian-Fusion, Gluten Free, Vegan) and develop a restaurant with a menu that offers a variety of nutritional choices for your customer base. Your menu will demonstrate your knowledge of healthy food choices as well as factors that impact the nutritional choices of yourself and others (e.g. Personal beliefs, media, family & peer influences, economics, culture, and environment)
Restaurant PBA

The Cafeteria Needs Your Help.

In response to the student council’s request for more input into school cafeteria food choices, the cafeteria director has asked you, Student Council President, to select an additional item to be included on the Healthy Choice Lunch menu. The item chosen must adhere to strict nutritional requirements. You have narrowed the choice to two different brands of the food you have chosen. The cafeteria director asks you to provide a report in support of your choice. The information provided in your report will help your cafeteria director select the healthiest brand.
Cafeteria Choices

Create the Perfect Plate

Create a nutrition plan that meets the MyPlate recommendations for your target age, weight, and activity level. Use the knowledge you have learned during this unit, your knowledge of caloric intake/metabolic output, and your knowledge of creating a SMART goal.
MyPlate PBA

My Personal Restaurant Menu

As a restaurateur you will choose a target audience (e.g. Mexican, Italian, Asian-Fusion, Gluten Free, Vegan) and develop a restaurant with a menu that offers a variety of nutritional choices for your customer base. Your menu will demonstrate your knowledge of healthy food choices as well as factors that impact the nutritional choices of yourself and others (e.g. Personal beliefs, media, family & peer influences, economics, culture, and environment)
Restaurant PBA

Injury Prevention and Safety

As an entrepreneur, you and a small group of peers will advocate for health, wellness and disease prevention, by pitching an app design to the Shark Tank panel (e.g. peers, DECA members, students, teachers, administration, community business leaders) in the form of a wireframe or digital format.
App Design PBA

It’s All About Safety

As an entrepreneur, you and a small group of peers will advocate for health, wellness and disease prevention, by pitching an app design to the Shark Tank panel (e.g. peers, DECA members, students, teachers, administration, community business leaders) in the form of a wireframe or digital format.
App Design PBA

Alcohol, Tobacco & Other Drugs

You are a class officer at your school and have been asked by your principal to address entering students during orientation. Part of the orientation covers important information in the student handbook. Your presentation is to support the school’s policy of zero tolerance for drug and alcohol use. Your presentation must address the following: the legal consequences associated with drug and alcohol use, the stages leading to dependence or addiction, the effects of drug and alcohol use, and the community resources to students dependent or addicted to drugs or alcohol at your school.
New Student Orientation

Helping New Students

You are a class officer at your school and have been asked by your principal to address entering students during orientation. Part of the orientation covers important information in the student handbook. Your presentation is to support the school’s policy of zero tolerance for drug and alcohol use. Your presentation must address the following: the legal consequences associated with drug and alcohol use, the stages leading to dependence or addiction, the effects of drug and alcohol use, and the community resources to students dependent or addicted to drugs or alcohol at your school.
New Student Orientation

Violence Prevention

Your health and drama teachers are producing a theatre production called “Cut Out Conflict” to teach elementary school students healthy conflict resolution skills. Your teachers have asked you to write a one-act script about conflict resolution for the production. In order for your script to be used in the production, you must create a realistic conflict situation and write a dialogue that demonstrates knowledge of conflict resolution skills. Your script should address the possible causes of the conflict, as well as identify community resources that may be used to resolve the conflict.
Cut Out Conflict

As a director of a media production company, you and your team will create a media presentation for your peers that illustrates the use of positive verbal and non-verbal communication skills and strategies. Your production company will choose a scenario that presents an act of prejudice, discrimination, bias and/or racism. Questions to be considered in your production: How would you demonstrate ways to de-escalate the conflict? Why do people have biases? How is violence perpetrated? Why is respecting others important in reducing violence? Additionally, some of the prejudice/biases to consider may include: Sexual orientation, race, gender, religious beliefs, age, financial status, disabilities, size (height, weight), clique group, clothing style choices.
Communication Project

Cut Out Conflict

Your health and drama teachers are producing a theatre production called “Cut Out Conflict” to teach elementary school students healthy conflict resolution skills. Your teachers have asked you to write a one-act script about conflict resolution for the production. In order for your script to be used in the production, you must create a realistic conflict situation and write a dialogue that demonstrates knowledge of conflict resolution skills. Your script should address the possible causes of the conflict, as well as identify community resources that may be used to resolve the conflict.
Cut Out Conflict

Your the Director "Resolving Conflict"

As a director of a media production company, you and your team will create a media presentation for your peers that illustrates the use of positive verbal and non-verbal communication skills and strategies. Your production company will choose a scenario that presents an act of prejudice, discrimination, bias and/or racism.
Questions to be considered in your production:
How would you demonstrate ways to de-escalate the conflict?
Why do people have biases? How is violence perpetrated?
Why is respecting others important in reducing violence?
Additionally, some of the prejudice/biases to consider may include: Sexual orientation, race, gender, religious beliefs, age, financial status, disabilities, size (height, weight), clique group, clothing style choices.
Communication Project

Your the Director "Resolving Conflict"

Students will choose a topic that supports one of the following: Sexual Health Dating Violence Sexual Assault Violence in the Community Students will work in groups to design a product (e.g. Pamphlet, Blog, Poster, Video, Commercial, Radio announcement, Facebook page) that illustrates: Positive decision making skills Information/Facts/Statistics Slogans/catch phrases Appealing format to the target audience (e.g. placement, font, colors, pictures) Credible resources/Help/more information Question and Answer section Myths
Personal Choices

Students will choose a topic that supports one of the following:

Sexual Health
Dating Violence
Sexual Assault
Violence in the Community

Students will work in groups to design a product (e.g. Pamphlet, Blog, Poster, Video, Commercial, Radio announcement, Facebook page) that illustrates:

Positive decision making skills Information/Facts/Statistics
Slogans/catch phrases Appealing format to the target audience (e.g. placement, font, colors, pictures)
Credible resources/Help/more information
Question and Answer section Myths

Personal Choices

Educating other students

Students will choose a topic that supports one of the following: Sexual Health Dating Violence Sexual Assault Violence in the Community Students will work in groups to design a product (e.g. Pamphlet, Blog, Poster, Video, Commercial, Radio announcement, Facebook page) that illustrates: Positive decision making skills Information/Facts/Statistics Slogans/catch phrases Appealing format to the target audience (e.g. placement, font, colors, pictures) Credible resources/Help/more information Question and Answer section Myths
Personal Choices

Students will choose a topic that supports one of the following:

Sexual Health
Dating Violence
Sexual Assault
Violence in the Community

Students will work in groups to design a product (e.g. Pamphlet, Blog, Poster, Video, Commercial, Radio announcement, Facebook page) that illustrates:

Positive decision making skills Information/Facts/Statistics
Slogans/catch phrases Appealing format to the target audience (e.g. placement, font, colors, pictures)
Credible resources/Help/more information
Question and Answer section Myths

Personal Choices

Last modified: Tuesday, 29 September 2020, 6:58 PM