VAHPERD The Virginia Journal Fall 2017

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Table 2: Strategies to Address Theory of Planned Behavior Constructs Rubric Assessment Criteria Target Developing Emerging Peer Rating Teacher Rating 1.) Structure: At least two strategies in bullet format are provided addressing each of the three TPB constructs At least two strategies in bullet format are provided addressing each of the three TPB constructs At least two strategies in bullet format are not provided addressing each TPB construct or At least two strategies in bullet format are not provided

addressing each TPB construct and all three TPB constructs are not addressed Each identified strategy does not directly addresses the corresponding TPB construct, and is not developmentally appropriate or does not display full comprehension of the task. The student does not complete his/her task and does not peer assesses at least one other student in the allotted time

all three TPB constructs are not addressed

2.) Content and Critical Thinking:

Each identified strategy directly addresses the corresponding TPB construct, is developmentally appropriate and displays full comprehension of the task.

Each identified strategy does not directly addresses the corresponding TPB construct, or is not developmentally appropriate or does not display full comprehension of the task. The student does not complete his/her task or does not peer assesses at least one other student in the allotted time

Each identified strategy directly addresses the corresponding TPB construct, is developmentally appropriate and displays full comprehension of the task.

3.) Professionalism:

The student completes

his/her task and peer assesses at least one other student in the allotted time

The student completes his/her task and peer assesses at least one other student in the allotted time

Assessment Techniques A) Self-Evaluation and Peer Assessment on Theory of Planned Behavior • Use the assessment rubric (Table 1) to evaluate learning criteria ( Note : no numerical grade is assigned, and the focus of the assessment is on peer feedback). B) Strategies to Address Theory of Planned Behavior Con- structs • Use the assessment rubric (Table 2) to evaluate learning cri- teria ( Note : no numerical grade is assigned, and the focus of the assessment is on teacher and peer feedback). C) Poem/Rap on Designer Drugs • Use the assessment rubric (Table 3) to evaluate learning criteria.

References Ajzen, I. (1985). From intentions to actions: A theory of planned behavior. In J. Kuhl & J. Beckman (Eds.), Action-control: From cognition to behavior (pp. 11-39). Heidelberg: Springer. Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes , 50, 179-211. American Association for Poison Control Centers. (2015). Bath salts. Retrieved July 7, 2016 from http://www.aapcc.org/alerts/ bath-salts/ Foundation for a Drug-FreeWorld. (2015). The truth about ecstasy. Retrieved July 8, 2016 from http://www.drugfreeworld.org/ drugfacts/ecstasy/short-long-term-effects.html Joint Committee on National Health Education Standards. (2007). National health education standards: Achieving excellence (2nd

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