Hope - Variation ( ) Item Specifications

Transcription

1 Hope - Variation ( ) Item Specifications Hillsborough County Public Schools Florida Department of Education Race to the Top Revised 2013

2 This project was developed as part of the Florida Department of Education s Race to the Top Initiative. As a statewide initiative, teachers from districts throughout the state contributed to the development of these materials. The following districts worked in partnership with HCPS to contribute to the success of the project: DeSoto Duval Escambia Hendry Lake Leon Manatee Polk Osceola St. Lucie NOTE: The contents of these item bank specifications were developed under a grant from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the U.S. Department of Education and you should not assume endorsement by the Federal Government.

3 Course Name: HOPE Variation Course Number: Item Specifications Subject Area: CCSS: English Language Arts Strand: Reading Standards for Literature Cluster: Craft and Structure Standard: LACC.910.RL.2.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone. Depth of Knowledge: Moderate Complexity Item Types: Multiple Choice, Constructed Response Content Limits: Items should address texts related to health, wellness, physical activity, and/or physical fitness. Items may require the selection of appropriate ideas or written expression of ideas. Stimulus Attributes: Stimulus may include a scenario related to health education topics in the course. Stimulus should contain clear and sufficient context for determining the meaning of the health related word. Stimulus may include illustrations with captions, graphics, and charts. Response Attributes: Sample Item: Responses may include meanings of the assessed word or phrases that are correct but are not appropriate for the context surrounding the word or phrases. Responses may include incorrect meanings of the assessed word or phrases. Responses may include meanings drawn from the text but unrelated to the meaning of the assessed word or test item. Responses may include an analysis of word choice on meaning and tone. HTM Revised

4 Cyberbullying has been on the rise among teenagers. With the multitude of social networking sites available, one person can share a piece of information at the click of a button, and an entire web of friends, acquaintances, and others have immediate access to that information. Teens understand the power of the internet and have started using it in negative ways, such as posting mean messages or pictures about their peers. Teens who participate in those activities are often called cyberbullies. Sometimes cyberbullies want to demonstrate control and power, and they get pleasure out of making fun of others. Unfortunately, there are serious emotional, psychological, physical, behavioral, and legal consequences to this cyberbullying. According to the passage above, what would be the BEST definition of cyberbullying? A. social communication between two or more peers B. using an online tool to post messages about yourself C. communication between two individuals using an electronic device * D. online communication with a malicious intent HTM Revised

5 Course Name: HOPE Variation Course Number: Item Specifications Subject Area: CCSS: English Language Arts Strand: Speaking and Listening Cluster: Comprehension and Collaboration Standard: LACC.910.SL.1.1 Initiate and participate effectively in a range of collaborative discussions with diverse partners, texts, and issues building on others ideas and expressing their own clearly and persuasively. Depth of Knowledge: Moderate Complexity Item Types: Multiple Choice, Performance Task Content Limits: Items should address topics related to health, wellness, physical activity and physical fitness. Participation may include the selection of appropriate behaviors or performance of appropriate behaviors. Stimulus Attributes: Stimulus may include scenario requiring student participation, or one that describes a discussion that may occur in a HOPE course. Stimulus may address topics related to health, wellness, physical activity and physical fitness as discussed in HOPE. Stimulus may require role-play. Stimulus may include video clips. Response Attributes: Sample Item: Responses may include role-play of a collaborative discussion. Responses should include student participation. Responses may include collaborative discussions about a health related topic. Task: Your school is considering a new nutrition policy which requires all students to keep daily logs of their food intake every day of the week. The policy also requires that all students must pass a nutrition education course in order to graduate. With a partner, discuss the pros and cons of this policy. What are the intended results of this policy? What may be some unintended results? How might you change this policy? Demonstrate good communication skills, including nonverbal communication, turn taking, and I statements. Express your ideas clearly and persuasively. Build on others ideas as appropriate. HTM Revised

6 Rubric: 4 Points The student demonstrates a thorough understanding of appropriate communication skills in a discussion. The student displays active listening skills and is engaged throughout the conversation. The student uses appropriate nonverbal communication skills to convey engagement. The student s participation is balanced, and the student does not monopolize the conversation. The student waits for his/her turn, clearly expresses his/her opinions with supporting evidence, and uses I statements. The student s participation is effective. The student expresses his or her ideas clearly and persuasively, using appropriate support and tone of voice. The student conveys the importance of his/her ideas and is persuasive. The student builds on his/her classmates ideas as appropriate. 3 Points The student demonstrates an understanding of appropriate communication skills in a discussion. The student demonstrates some active listening skills and is engaged through most of the conversation. The student uses mostly appropriate nonverbal communication skills to convey engagement. The student s participation is balanced for the most part, and the student does not monopolize the conversation. In most cases, the student waits for his/her turn, expresses his/her opinions, and uses I statements. The student s participation is mostly effective. In general, the student expresses him/herself clearly and persuasively, but there may be a few statements that are unclear or are not persuasive. The student builds on his/her classmates ideas as appropriate. 2 Points The student demonstrates a partial understanding of appropriate communication skills in a discussion. The student displays few active listening skills and is engaged at only certain parts of the conversation. The student uses few appropriate nonverbal communication skills to convey engagement, or uses some inappropriate nonverbal communication skills. The student sometimes monopolizes the conversation or conversely, participates sporadically. The student may interrupt others occasionally. The student expresses his/her opinions with some clarity. The student s participation is somewhat effective. The student expresses some of his/her ideas clearly, but there are some statements that are unclear. The student attempts to be persuasive, but often does not provide enough support or convey the importance of the idea to be persuasive. 1 Point The student demonstrates poor understanding of appropriate communication skills in a discussion. The student displays few active listening skills and lacks engagement throughout the conversation. The student does not demonstrate understanding of appropriate nonverbal communication skills, or frequently uses inappropriate nonverbal communication skills. The student monopolizes the conversation or conversely, participates sporadically, if at all. The student may interrupt others when speaking, and ideas are generally not expressed clearly. The student s participation is minimally effective, and the student is not persuasive. 0 Points The response is off topic and/or the student did not make an attempt. HTM Revised

7 Course Name: HOPE Variation Course Number: Item Specifications Subject Area: CCSS: English Language Arts Strand: Language Standards Cluster: Vocabulary Acquisition and Use Standard: LACC.910.L.3.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Depth of Knowledge: Moderate Complexity Item Types: Multiple Choice, Constructed Response Content Limits: Items should address topics related to health and physical fitness activities. Items may require the selection of appropriate ideas or written expression of ideas. Stimulus Attributes: Stimulus may include a scenario related to HOPE topics. Stimulus should contain clear and sufficient context for determining the use and meaning of the assessed word. Stimulus may include examples of domain specific words and phrases. Stimulus may include illustrations with captions, graphics, and charts. Response Attributes: Sample Item: Responses may include examples of sources for vocabulary acquisition. Responses may include meanings of the assessed word or phrases that are correct but are not appropriate for the context surrounding the word or phrases. Responses may include incorrect meanings of the assessed word or phrases. Responses may include statements using similar uses of a health vocabulary word. Responses may include details drawn from the text but unrelated to the assessed phrases or test item. Responses may include the appropriate use of general academic and domain specific words. HTM Revised

8 The excretory system is a passive biological system that removes excess, unnecessary materials from an organism, so as to help maintain homeostasis within the organism and prevent damage to the body. It is responsible for the elimination of the waste products of metabolism as well as other liquid and gaseous wastes, as urine and as a component of sweat and exhalation. In some people, the mechanisms of the excretory system do not work efficiently enough and the quantity of the toxins in the bloodstream exceeds the levels at which it can be managed. In these cases, medical intervention is necessary to restore the balance, or permanent damage to the organs may result. Based on this passage, which sentence is using homeostasis correctly? A. A dehydrated runner is in a state of homeostasis. B. George s homeostasis was not affected when he developed diabetes. C. A homeostasis disturbance is caused when a human excretes waste. * D. The human body regulates glucose levels to maintain homeostasis. HTM Revised

9 Course Name: HOPE Variation Course Number: Subject Area: CCSS: Mathematics Item Specifications Domain: Interpreting Categorical and Quantitative Data Cluster: Summarize, represent, and interpret data on a single count or measurement variable. Standard: MACC.912.S-ID.1.2 Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets. Depth of Knowledge: Moderate Complexity, High Complexity Item Types: Multiple Choice, Constructed Response Content Limits: Items should address health, wellness, physical activity and physical fitness as discussed in Health and Physical Education class. Items may require the selection of appropriate ideas or written expression of ideas. Stimulus Attributes: Stimulus may address topics related to health, wellness, physical activity and physical fitness as discussed in Health and Physical Education. Stimulus should include data presented in a graph, chart, or table. Stimulus may include two or more different data sets. Response Attributes: Responses may include answers that can be found in the data provided. Responses may summarize the data represented in the stimulus. Responses may include comparisons of data sets. Sample Item: HTM Revised

10 Number of New Cases of Chlamydia and Gonorrhea, Year Chlamydia Gonorrhea , , , , , , , , , , , , , , , , , , ,030, , ,108, , ,210, , ,244, ,174 - According to How does the range of number of cases of chlamydia compare to the range of number of cases of gonorrhea? * A. The range of chlamydia is 644,314 cases larger. B. The range of chlamydia is 691,179 cases larger. C. The range of chlamydia is 679,795 cases larger. D. The range of chlamydia is 732,757 cases larger. HTM Revised

11 Course Name: HOPE Variation Course Number: Strand: Concepts Item Specifications Standard: Formulate an effective long-term personal health plan. Comprehend concepts related to health promotion and disease prevention to enhance health. Benchmark: HE.912.C.1.2 Interpret the significance of interrelationships in mental/emotional, intellectual, physical, and social health. Depth of Knowledge: Moderate Complexity, High Complexity Item Types: Multiple Choice, Constructed Response Content Limits: Items should address healthy behaviors, decision-making model, health risks, and balance. An interpretation may include the selection of appropriate ideas or written expression of ideas. Stimulus Attributes: Stimulus may include scenarios related to relationships of mental/emotional, intellectual, physical, and social health. Stimulus may address factors of wellness. Stimulus may include statements of balance in aspects of life. Stimulus may address aspects of mental/emotional, intellectual, physical, and social health that may change due to poor health in one of the others. Response Attributes: Sample Item: Responses may include interpretations of the relationship between mental/emotional, intellectual, physical, and social health. Responses may include wellness factors and/or health risks. Responses may include examples of healthy and unhealthy behaviors. Responses may include examples of decision making steps. HTM Revised

12 Stimulus: Joann had a fight with her best friend last night. She was upset and didn t sleep well. She has a test in her 4 th period class. In several paragraphs, explain how Joann s physical, mental, social, and intellectual health are affected by these events. Rubric: 4 Points The student response shows a thorough understanding of the interrelationships of mental/emotional, intellectual, physical and social health. The response accurately addresses how stress has impacted each dimension of her health. The response accurately explains the inter-relationship of the dimensions of health. The student supports his/her explanation with many relevant details and examples 3 Points The student response shows understanding of the interrelationships of mental/emotional, intellectual, physical and social health. The explanation is mostly accurate. The student addresses how the stress in Joann s life has affected some of the dimensions of her health. The response mentions that her overall health has become out of balance. The student supports the explanation with some relevant details and examples. 2 Points The student response shows a partial understanding of the interrelationships of mental/emotional, intellectual, physical and social health. The explanation includes some inaccuracies and may not address each of the dimensions of health. The response is supported with limited details and examples. 1 Point The student response shows a poor understanding of the interrelationships of mental/emotional, intellectual, physical and social health. The response is minimal and vague. The response includes many inaccuracies and does not address each of the dimensions of health. The response is not supported with details or examples. 0 Points The response is off topic and/or the student did not make an attempt. HTM Revised

13 Course Name: HOPE Variation Course Number: Strand: Concepts Item Specifications Standard: Formulate an effective long-term personal health plan. Comprehend concepts related to health promotion and disease prevention to enhance health. Benchmark: HE.912.C.1.4 Propose strategies to reduce or prevent injuries and health problems. Depth of Knowledge: Moderate Complexity Item Types: Multiple Choice, Constructed Response Content Limits: Items should address promotion and prevention of injury and health problems. Items may include the selection of appropriate ideas or written expression of ideas. Stimulus Attributes: Stimulus may include a scenario which presents health problems or situations which may cause an injury. Stimulus may include strategies to reduce or prevent injuries and health problems. Stimulus may include examples of health problems and injuries. Stimulus should not be disturbing or emotionally charged. Stimulus may require distinguishing between strategies that may or may not prevent injuries or health problems. Response Attributes: Sample Item: Responses may include strategies to prevent and/or reduce injuries. Responses may include strategies to prevent health problems. Responses may include examples of health problems and/or injuries. Eric was playing basketball with some friends. As Eric came down from a lay-up, he collided with another player and landed awkwardly on his ankle. He stopped playing because his ankle hurt. What are the next steps he should take to prevent further injury? A. He should continue to rest. He can play after it stops hurting. B. He should wait to see if it swells. He should elevate and ice it if it swells. * C. He should apply ice and then a compression bandage. Then he should elevate it. D. He should wrap it in a compression bandage and then he can play. HTM Revised

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15 Course Name: HOPE Variation Course Number: Strand: Concepts Item Specifications Standard: Formulate an effective long-term personal health plan. Comprehend concepts related to health promotion and disease prevention to enhance health. Benchmark: HE.912.C.1.5 Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Depth of Knowledge: Moderate Complexity Item Types: Multiple Choice, Constructed Response Content Limits: Items should address communicable and chronic diseases discussed in Health and Physical Education classes. An analysis may include the selection of appropriate ideas or written expression of ideas. Stimulus Attributes: Stimulus may include scenarios discussing communicable or chronic diseases. Scenarios should not be disturbing or emotionally charged. Stimulus may describe strategies for prevention, detection, and treatment of communicable and chronic diseases. Stimulus may include the use of charts, graphs and statistics related to strategies for prevention detection and treatment of communicable and chronic diseases. Stimulus may include advertisements, video clips, or other media related to the prevention, detection, and treatment of communicable and chronic diseases (e.g. billboards, or bus advertisements which encourage flu shots). Response Attributes: Responses may include correct or incorrect methods for prevention, detection, and treatment of communicable and chronic diseases. Responses may include examples of communicable and/or chronic diseases. Responses may include judgments of strategies for prevention, detention, and treatment of communicable and chronic diseases. Sample Item: HTM Revised

16 Casey babysits a two- and a four-year-old. The two-year-old has been sneezing a lot and has a runny nose. Casey washes her hands for twenty seconds after interacting with the children. She feeds them lunch and then wipes down the table with a wet paper towel. The children s mother has also asked her to bathe the children and put them to bed. In the scenario above, what MORE could Casey do to prevent the spread of the germs? A. Wash her hands for longer than 20 seconds with lukewarm water. * B. Disinfect the table and chairs where the children ate. C. Put the children to bed at an earlier time than directed. D. Remind the children to cover their mouths with their hands when they sneeze. HTM Revised

17 Course Name: HOPE Variation Course Number: Strand: Concepts Item Specifications Standard: Formulate an effective long-term personal health plan. Comprehend concepts related to health promotion and disease prevention to enhance health. Benchmark: HE.912.C.1.7 Analyze how heredity and family history can impact personal health. Depth of Knowledge: Moderate Complexity, High Complexity Item Types: Multiple Choice, Constructed Response Content Limits: Items should address promotion and prevention of health problems and the impact of heredity on personal health. An analysis may include the selection of appropriate ideas or written expression of ideas. Stimulus Attributes: Stimulus may include a scenario related to heredity and family health. Stimulus may address the impact of family history on personal health. Stimulus may require analysis of health risks based on heredity. Response Attributes: Sample Item: Responses may include examples of ways to control the impact of heredity on one s health. Responses may address the impact of heredity on health. Responses may include information regarding controllable and non-controllable health risk factors. HTM Revised

18 According to the chart, controlling one s weight and tobacco use will reduce the risk of which disease? Diseases Risk Factors Contributing to Disease Inactivity Abusing Alcohol Tobacco Use Obesity/ Overweight High Cholesterol High Blood Pressure Eating unhealthy Cancer Yes Yes Yes Yes No No Yes Heart Disease Yes Yes Yes Yes Yes Yes Yes Diabetes Yes No No Yes No No Yes Asthma No No Yes Yes No No No * A. Asthma B. Cancer C. Diabetes D. Heart Disease HTM Revised

19 Course Name: HOPE Variation Course Number: Strand: Concepts Item Specifications Standard: Formulate an effective long-term personal health plan. Comprehend concepts related to health promotion and disease prevention to enhance health. Benchmark: HE.912.C.1.8 Assess the degree of susceptibility to injury, illness or death if engaging in unhealthy/risky behaviors. Depth of Knowledge: Moderate Complexity, High Complexity Item Types: Constructed Response Content Limits: Items should address the impact of unhealthy and risky behaviors on personal health. An assessment should include written expression of ideas. Stimulus Attributes: Stimulus may include examples or descriptions of risky or unhealthy behaviors. Stimulus should not be disturbing or emotionally charged. Stimulus may require appraisal of susceptibility to injury, illness, or death. Stimulus may include graphics, images, or video clips. Response Attributes: Sample Item: Responses may include outcomes or non-outcomes to unhealthy or risky behavior. Responses may include examples of risky or unhealthy behaviors. Responses may include statements of degree. HTM Revised

20 Stimulus: Patricia just got her driver s license and drives around town with four of her girlfriends. They turn up the music, roll down the windows, and begin talking loudly to each other. Patricia also takes out her phone and considers texting her boyfriend to tell him that she got her license. Write one to two paragraphs identifying the potential risks of engaging in this behavior. Include the degree of susceptibility to injury, illness, or death for engaging in these behaviors in your response. Explain why these behaviors are risky. Rubric: 4 Points The student response provides a thorough explanation of the potential risks in the situation described. The response includes an accurate assessment of the degree of susceptibility to injury, illness, or death. The response provides many relevant details and examples. 3 Points The student response provides an explanation of the potential risks in the situation described. The response includes a mostly accurate assessment of the degree of susceptibility to injury, illness, or death. The response provides some details and examples. 2 Points The student response provides a partial explanation of the potential risks in the situation described. The response includes a mostly inaccurate assessment of the degree of susceptibility to injury, illness or death. The response provides limited details and examples. 1 Point The student response provides a poor explanation of the potential risks in the situation described. The response includes an inaccurate assessment of the degree of susceptibility to injury, illness or death. The response is minimal and vague. 0 Points The response is off topic and/or the student did not make an attempt. HTM Revised

21 Course Name: HOPE Variation Course Number: Strand: Concepts Item Specifications Standard: Analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. Benchmark: HE.912.C.2.1 Analyze how the family influences the health of individuals. Depth of Knowledge: Moderate Complexity Item Types: Multiple Choice, Constructed Response Content Limits: Items should address family influences on health of individuals. An analysis may include the selection of appropriate ideas or written expression of ideas. Stimulus Attributes: Stimulus may include scenarios related to family influences on personal health. Stimulus may include scenarios related to cultural influences on personal health. Stimulus may include data, charts, or graphs. Response Attributes: Sample Item: Responses may include appropriate or inappropriate conclusions about how family and culture can influence individual health. HTM Revised

22 A 25-year longitudinal study of the effects of family on individuals concluded the following: At age 18, males and females who had a family member in whom they could confide showed reduced risk of depression, behavioral and emotional problems than those without a confidant. Males had a higher grade point average; females had a reduced risk of alcohol or drug disorders and a lowered risk of suicide attempt. Family cohesion (the youth's feelings that their families were close and supportive) promoted positive outcomes by age 18 by males and females, including higher grades, greater likelihood in receiving school and community honors, and a reduced risk of numerous problems and some mental disorders. Family cohesion appeared to be especially important for young women in reducing risk of serious mental disorders. Family a Critical Influence on Teens' Mental Health, Simmons Study Shows, 2004 Press Release from Simmons College ( ) John has a strong bond with his father. He talks to his father about any problems he has, about his relationships, and about life in general. He trusts his father. According to this study, how might John s health benefit from this relationship A. He might be more like his dad when he grows up. * B. He is less likely to suffer from depression. C. He will have healthy relationships with his children. D. He may get higher grades than his dad did. HTM Revised

23 Course Name: HOPE Variation Course Number: Strand: Concepts Item Specifications Standard: Analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. Benchmark: HE.912.C.2.2 Compare how peers influence healthy and unhealthy behaviors. Depth of Knowledge: Moderate Complexity Item Types: Multiple Choice, Constructed Response Content Limits: Items should address peers impact on healthy and unhealthy behaviors. A comparison may include selection of appropriate ideas or written expression of ideas. Stimulus Attributes: Stimulus may include scenarios related to the influence of peers on healthy behaviors. Stimulus may include data, charts, or graphs. Stimulus may ask to draw conclusions based from scenarios or data. Stimulus may include comparisons of peer influences on behaviors. Response Attributes: Sample Item: Responses may include statements about the influence of peers on healthy/unhealthy behavior. Responses may include appropriate or inappropriate conclusions about peers influence on individual health. HTM Revised

24 Stimulus: Joey is a bully. He recently started harassing another student in his class. He teases him in person and he has even posted mean, public messages online. Joey seems to have a lot of influence on his friend s actions too. In a paragraph, explain how Joey may influence his friends behaviors as it relates to bullying. Include why you think his friends will be influenced in that way. Rubric: 4 Points The student provides a comprehensive explanation of how Joey may influence the behaviors of his friends as it relates to bullying. The student s explanation shows a thorough understanding of how peers influence healthy and unhealthy behavior. The response includes relevant details and examples. The response may include a few minor inaccuracies. 3 Points The student provides a moderate explanation of how Joey may influence the behaviors of his friends as it relates to bullying. The student s explanation shows understanding of how peers influence healthy and unhealthy behavior. The response includes some details. The response may include some inaccuracies. 2 Points The student provides a partial comparison of how Joey may influence the behaviors of his friends as it relates to bullying. The student s explanation shows a partial understanding of how peers influence healthy and unhealthy behavior. The response includes limited details and examples. The response has many inaccuracies. 1 Point The student provides a poor comparison of how Joey may influence the behaviors of his friends as it relates to bullying. The student s comparison shows a poor understanding of how peers influence healthy and unhealthy behavior. The response is minimal and vague with no supporting details. 0 Points The response is off topic and/or the student did not make an attempt. HTM Revised

25 Course Name: HOPE Variation Course Number: Strand: Concepts Item Specifications Standard: Analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. Benchmark: HE.912.C.2.3 Assess how the school and community can affect personal health practice and behaviors. Depth of Knowledge: Moderate Complexity Item Types: Multiple Choice, Constructed Response Content Limits: Items should address school and community effects on health practice and behaviors. An assessment may include selection of appropriate ideas or written expression of ideas. Stimulus Attributes: Stimulus may include scenarios that describe school and community culture, behaviors, and practices as they relate to personal health. Stimulus may describe the effect of the school and community on a healthy lifestyle and personal health behaviors. Stimulus may inquire as to the effect of specific school or community actions on the health and behavior of the community. Response Attributes: Sample Item: Responses may include examples of healthy lifestyle choices. Responses may include examples of school and community influences on health. HTM Revised

26 Stimulus: Greyhound High School wants to encourage students to decrease their carbon footprint. School officials collaborated with the local bike shop to install new bike racks at the school, provide all students with bike helmets, and offer free bike tune ups. The school also is providing incentives for students who ride their bikes, take public transportation, car pool, or walk to school. Write one or two paragraphs explaining how these changes at the school might affect the personal health practice of the students. Rubric: 4 Points The student response shows a thorough understanding of how the school may affect the students health practices. The response accurately and comprehensively describes specific ways the students health practices may be affected. The response includes many relevant details and examples. 3 Points The student response shows a moderate understanding of how the school may affect the students health practices. The response accurately describes some of the ways these changes contributes health practices of the students. The response includes examples that accurately support the student s explanation. The response may contain some inaccuracies. 2 Points The student response shows a partial understanding of how the school may affect the students health practices. The response accurately describes a few of the ways these changes contribute to health practices of the students. The response includes some examples, but examples may not clearly relate to the explanation. The response includes some inaccuracies. 1 Point The student response shows poor understanding of how the school may affect the students health practices. The response is minimal or vague. The response fails to clearly and accurately describe how the community affects the health practice of the students. The response does not include examples or details. 0 Points The response is off topic and/or the student did not make an attempt HTM Revised

27 Course Name: HOPE Variation Course Number: Strand: Concepts Item Specifications Standard: Analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. Benchmark: HE.912.C.2.4 Evaluate how public health policies and government regulations can influence health promotion and disease prevention. Depth of Knowledge: Low Complexity, Moderate Complexity Item Types: Multiple Choice, Constructed Response Content Limits: Items should address influences of policy and government on health promotion and disease prevention. An evaluation may include selection of appropriate ideas or written expression of ideas. Stimulus Attributes: Stimulus may include descriptions or examples of public health policies and regulations. Stimulus may address the influences of government and public policy on health. Stimulus may address the influences of government and public policy on disease prevention. Response Attributes: Sample Item: Responses may include evaluations of public health policies and government regulations. Responses may describe the relationship between health policies and government regulations and health promotion or disease prevention. Responses may include prevention, testing, abstinence in reference to disease. Responses may provide examples of how public health policies and government regulations have influenced health promotion and disease prevention. HTM Revised

28 Stimulus: Florida law requires that children entering public schools must have a record of a physical examination and an immunization record. In one to two paragraphs, evaluate how these regulations can influence health promotion and disease prevention among school-age children. Explain why you think this law is important. Provide details and examples. Rubric: 4 Points The response is a thorough analysis of the issue and an evaluation of the effectiveness of the law in encouraging healthy practices and disease prevention. The response accurately explains how these regulations influence behaviors and disease prevention. The response provides a comprehensive explanation as to why this law is important. The response includes relevant details and examples. The response is clear but may include a few minor inaccuracies. 3 Points The response is an analysis of the issue and provides an evaluation of the effectiveness of the law in encouraging healthy practices and disease prevention. The response somewhat accurately explains how these regulations influence behaviors and disease prevention. The response may include a few inaccuracies. In general, the response clearly explains why this law is important. The response includes some details and examples. 2 Points The response is a partial analysis of the issue and provides a satisfactory evaluation of the effectiveness of the law in encouraging healthy practices and disease prevention. The response provides an explanation of how these regulations influence behaviors and disease prevention, but the explanation has some inaccuracies. The response is somewhat unclear and includes limited details and examples. 1 Point The response shows poor analysis of the issue and provides a poor evaluation of the effectiveness of the law in encouraging healthy behaviors and disease prevention. The response provides a minimal or vague explanation of how these regulations influence behaviors and disease prevention, or the response provides a generally unclear and/or inaccurate explanation. The response has limited or no support and shows little evidence of thought or understanding. 0 Points The response is off topic and/or the student did not make an attempt HTM Revised

29 Course Name: HOPE Variation Course Number: Strand: Concepts Item Specifications Standard: Analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. Benchmark: HE.912.C.2.5 Evaluate the effect of media on personal and family health. Depth of Knowledge: Moderate Complexity Item Types: Multiple Choice, Constructed Response Content Limits: Items should address how the media affects personal and family health. An evaluation may include the selection of appropriate ideas or written expression of ideas. Stimulus Attributes: Stimulus may include examples of media or advertisements that relate to personal and family health. Stimulus may include scenarios that describe media s influence on an individual or individuals. Stimulus may include evaluations of specific media venues or advertisements and their effect on personal and family health. Response Attributes: Responses may include healthy behaviors. Responses may include media effects on one s health. Responses may list examples of media influences. Responses may include evaluations of specific media venues or advertisements and their effect on personal and family health. Sample Item: Jessica is a high school student who is a little overweight. She likes to watch TV and has recently discovered a TV show in which overweight people compete to see who can lose the most weight. There are personal trainers on the show who create workouts for the contestants, and they all weigh in at the end of each show. Jessica has found that she really relates to the stories of some of the participants. How might Jessica s personal health be affected by watching this show? A. She might try to become a participant in the show. * B. She might be inspired to start working out. C. She might buy fitness products that she sees on TV. D. She might watch more TV shows like this one. HTM Revised

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31 Course Name: HOPE Variation Course Number: Strand: Concepts Item Specifications Standard: Analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. Benchmark: HE.912.C.2.6 Evaluate the impact of technology on personal, family and community health. Depth of Knowledge: Moderate Complexity Item Types: Multiple Choice, Constructed Response Content Limits: Items should address how technology impacts personal, family and community health. An evaluation may include the selection of appropriate ideas or written/oral expression of ideas. Stimulus Attributes: Stimulus may include scenarios that describe technology s impact on personal, family, and/or community health. Stimulus may describe how technology is used to improve or impede health. Response Attributes: Sample Item: Responses may include examples or descriptions of technology and/or how it is used. Responses may include examples of how technology affects healthy living and healthy behaviors. Responses may be evaluations of the impact of technology on personal, family, and/or community health. Larry has a new technology that allows him to get the calorie counts on specific foods, record his food intake, and track his workouts. He hopes that by recording what he eats and when he works out, he ll be able to make sure he is taking the right steps to meet his weight loss goal. If he uses these applications a lot in the first few days, but then uses them infrequently after a few weeks, how might this technology impact his personal health? A. He will develop good eating and exercise habits. * B. He will be less likely to know if he is on track to meet his goals. C. He might eat healthy but he won t exercise daily. D. He might know exactly how many calories he intakes. HTM Revised

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33 Course Name: HOPE Variation Course Number: Strand: Concepts Item Specifications Standard: Analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. Benchmark: HE.912.C.2.7 Analyze how culture supports and challenges health beliefs, practices, and behaviors. Depth of Knowledge: Moderate Complexity, High Complexity Item Types: Multiple Choice, Constructed Response Content Limits: Items should address how culture supports and challenges health behaviors. Items may require the selection of appropriate ideas or written expression of ideas. Stimulus Attributes: Stimulus may address cultural influences on health beliefs, practices and/or behaviors. Stimulus should be related to health topics and fitness topics related to health and physical education. Stimulus may include a scenario related to health beliefs in various cultures. Response Attributes: Sample Item: Responses should include statements about health beliefs, practices, and behaviors. Responses may include knowledge of current health practices. Responses may include knowledge of various cultures. Responses may describe the relationship between culture and health beliefs, practices and behaviors. HTM Revised

34 Stimulus: In some cultures, food and eating is a cornerstone of their lifestyle. Family mealtime is the most important part of the day. Celebrations and religious events often include large, shared meals. Eating well and eating a lot is part of their culture. Write one or two paragraphs explaining how being part of this culture would support and/or challenge one s health beliefs, practices and behaviors. Rubric: 4 Points The response provides a thorough analysis of how being part of this culture would support and/or challenge one s health beliefs, practices and behaviors. The response provides a thorough and accurate explanation. The response includes many relevant details to support his/her claims. 3 Points The response provides an analysis of how being part of this culture would support and/or challenge one s health beliefs, practices and behaviors. The response provides a mostly accurate explanation. The response includes some details and examples to support his/her claims. The response is generally clear, but may include a few inaccuracies. 2 Points The response provides a partial analysis of how being part of this culture would support and/or challenge one s health beliefs, practices and behaviors. The response provides a partially accurate explanation. The response may include a few details to support his/her claims. The response may include some inaccuracies. 1 Point The response provides a poor analysis of how being part of this culture would support and/or challenge one s health beliefs, practices and behaviors. The explanation provided is minimal and/or vague. The response may not provide enough information to show evidence of student understanding. The response includes many inaccurate statements. 0 Points The response is off topic and/or the student did not make an attempt HTM Revised

35 Course Name: HOPE Variation Course Number: Strand: Concepts Item Specifications Standard: Analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. Benchmark: HE.912.C.2.8 Analyze how the perceptions of norms influence healthy and unhealthy behaviors. Depth of Knowledge: Moderate Complexity, High Complexity Item Types: Multiple Choice, Constructed Response Content Limits: Items should address healthy and unhealthy behaviors and their norms. An analysis may include the selection of appropriate ideas or written expression of ideas. Stimulus Attributes: Stimulus may describe or provide examples of perceptions of norms as they relate to healthy or unhealthy behaviors. Stimulus may address healthy and unhealthy behaviors. Response Attributes: Sample Item: Responses may include statements about cultural norms. Responses may include statements on healthy and unhealthy behaviors. Responses may describe relationships between norms and behaviors that are healthy and/or unhealthy. HTM Revised

36 Stimulus: Imagine there was a town where the majority of individuals were very fit and led active lifestyles. This town considered it a social norm to work out every day. You just moved to this town. How might this society s norms affect your behaviors? Write a paragraph explaining how it might influence healthy behaviors. Write a second paragraph explaining how it might influence unhealthy behaviors. Support your explanation with details and examples. Rubric: 4 Points The response provides a thorough analysis of how the perceptions of norms might influence the student. The response accurately explains how being part of this society might influence healthy behaviors, and the response accurately explains how being part of this society might influence unhealthy behaviors. The response includes many relevant details. 3 Points The response provides an analysis of how the perceptions of norms might influence the student. The response accurately explains how being part of this society might influence healthy behaviors and how it might influence unhealthy behaviors. However, the response lacks details and examples to support the explanation. The response includes a few inaccuracies. 2 Points The response provides a partial analysis of how the perceptions of norms might influence the student. The response may accurately describe how being part of this society may influence healthy behaviors or unhealthy behaviors. The response includes minimal details and examples. The response includes some inaccuracies. 1 Point The response provides a poor analysis of how the perceptions of norms might influence the student. The response does not accurately describe how being part of this society may influence healthy behaviors or unhealthy behaviors. The response may be minimal and vague, providing little evidence that the student understands the influence of social norms. The response includes many inaccuracies. 0 Points The response is off topic and/or the student did not make an attempt HTM Revised

37 Course Name: HOPE Variation Course Number: Strand: Concepts Item Specifications Standard: Analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. Benchmark: HE.912.C.2.9 Evaluate the influence of personal values, attitudes, and beliefs on individual health practices and behaviors. Depth of Knowledge: Moderate Complexity Item Types: Multiple Choice, Constructed Response Content Limits: Items should address the influence of personal values, attitudes and beliefs on individual health practices, behaviors and personal health. An evaluation can include the selection of appropriate ideas or written expression of ideas. Stimulus Attributes: Stimulus may include scenarios related to personal beliefs such as but not limited to: social conformity, self-discipline and impulse vs. delayed gratification. Stimulus may include consequences of decision-making on individual health practices. Stimulus may ask for an evaluation of the risk of certain health behaviors. Stimulus may include graphs, charts, tables and data. Response Attributes: Responses may include descriptions of healthy behaviors. Responses may include an evaluation of how personal values, attitudes and beliefs influences personal health. HTM Revised

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39 Course Name: HOPE Variation Course Number: Strand: Health Literacy: Promotion Item Specifications Standard: Demonstrate the ability to practice advocacy, health-enhancing behaviors, and avoidance or reduction of health risks for oneself. Benchmark: HE.912.P.7.1 Analyze the role of individual responsibility in enhancing health. Depth of Knowledge: Moderate Complexity Item Types: Multiple Choice, Constructed Response Content Limits: Items should include individual responsibility in enhancing health. An analysis may include the selection of appropriate ideas or written expression of ideas. Stimulus Attributes: Stimulus should address individual responsibility in enhancing health. Stimulus should address health concepts taught in Health and Physical Education such as good choices, media messages and stress management. Response Attributes: Sample Item: Responses should include prevention, wellness, health risks, and/or responsibility associated with Health and Physical Education content. HTM Revised

40 Stimulus: Write a one-page reflection describing how you are taking individual responsibility for your health. Provide examples and details to support your ideas. Explain why it is important that you take individual responsibility for enhancing your health. Rubric: 4 Points The response shows thorough understanding of the role of individual responsibility in enhancing health. The response provides a clear and comprehensive description of how the student is taking individual responsibility for his/her health. The response provides appropriate and relevant details and examples to support his/her ideas. The response provides an accurate and comprehensive explanation as to why it is important for him/her to take individual responsibility for his/her health. 3 Points The response shows understanding of the role of individual responsibility in enhancing health. The response provides a mostly clear description of how the student is taking individual responsibility for his/her health. The response provides some appropriate and relevant details and examples, but may include a few examples that are not related to the topic. The response provides a somewhat accurate explanation as to why it is important for him/her to take individual responsibility for his/her health. The explanation may include a few inaccuracies. 2 Points The response shows partial understanding of the role of individual responsibility in enhancing health. The response provides a somewhat unclear description of how the student is taking individual responsibility for his/her health. The response provides few appropriate and relevant details and examples. Some examples included are not related or appropriate. The response provides a partially accurate explanation as to why it is important for him/her to take individual responsibility for his/her health. The explanation may include some inaccuracies. 1 Point The response shows poor understanding of the role of individual responsibility in enhancing health. The response provides a generally unclear description of how the student is taking individual responsibility for his/her health. The response provides limited or no appropriate or relevant details and examples. The response provides a mostly inaccurate explanation as to why it is important for him/her to take individual responsibility for his/her health. The explanation may include many inaccuracies. 0 Points The response is off topic and/or the student did not make an attempt HTM Revised