20
21
22
23
24
25
26
27
28
29
Student 1 st
Draft Scores
1
2
3
3
3 3
4
5
6
3
3
3 7
8
9
3
2 10
11
12
13
3
0
14
15
16
17
18
19
3
3
3
0
0
4
0
3
2
2
3
HED 102 Critical Issues in Health Assessment
Andrea S. Salis
Fall 2009
Revised Paper Scores
Draft Scores
0 – 4 1 – 4 2 – 5 3 – 15 4 – 1
Revised Scores
0 - 1 - 2 – 1 3 – 5 4 – 2
Summary:
Out of 29 students, 25 students submitted assignments (4 students were given WU for the semester).
Out of the remaining 25 students, 8 students submitted a revised assignment and all of those students improved their scores.
In sum, most of the students earned a 3, followed by a score of 2, 1, 0, and 4 respectively.

Critical Issues in Health Writing Assignment: Due Tuesday, Nov. 24, 2009
Choose a health behavior you wish to change or improve during this semester.
Based on the process of self-regulation, please include the following information in your paper.
Forethought Phase
Task Analysis
1. What health behavior do you want to change or improve?
2. What are your long-term health behavior goal(s)? What are your specific short-term goals to help you achieve your long-term goal(s)?
3. What is your plan and what specific strategies will you use in order to help you achieve your goals?
4. How will your environment (i.e., social and physical) affect your ability to achieve your goals?
Motivational Beliefs
5. What is your level of interest in achieving your goals? Explain.
6. Why is it important to focus on how you achieve your goals and not just the outcome?
7. Do you believe that making these changes are within your personal control? Explain.
8. What reward(s) will you give yourself for accomplishing your goal?
Performance Phase
Keep a daily record of your health behavior and the strategies you choose to help improve or change your behavior for 2 consecutive weeks. You may use quantitative measurements (food diary, exercise log, weekly weigh-ins, etc.), qualitative measurements (daily journal) or both.
Include your thoughts of the behavior as you are going through the process. For example, describe how you felt when you chose to abstain from smoking cigarettes on a particular day.
Reflection Phase
1. Based on phase 1 and phase 2, did you achieve your goals? Explain why or why not.
2. How satisfied are you with your performance?
3. How might you change or continue self-regulating in the future?

Rubric assessing analytical reasoning skills to identify issues or problems and evaluate evidence in order to make informed decisions
Assignment: students will choose a health behavior they wish to change or improve. Based on lectures, class discussions, and reading, students will devise a plan on how best to make these changes or improvements
.
Competency
Goal :
Differentiate between facts, assumptions and conclusions in the formulation of a proposed solution or answer
Compare the way questions, issues or problems are formulated within various fields of study
Student
Performance
Based Outcome :
Identifies and assesses the quality of supporting data/evidence
Competency
Goal :
Make informed decisions
Student
Performance
Based Outcome :
Identifies implications, evaluates conclusions and consequences and justifies decisions
Clearly differentiates between facts, opinions, assumptions and conclusions; provides supporting evidence to explain the difference; relates evidence gathered from other sources to the argument and supports or refutes the main facts, assumptions and conclusions
Accurately supports decision, position with a well-developed explanation
Identifies major stated key facts, assumptions and the majority of conclusions
(more than
80%) provided; can discuss structure of argument; can relate evidence gathered from other sources to support or refute the main assumption and conclusion
Accurately supports decision referencing majority of required criteria
Identifies less than 60% of stated key facts, assumptions and conclusions; can discuss structure of argument but without much detail; can relate about
50% of the evidence gathered from other sources to support or refute the main assumption
Supports decision or position with
50% of required documentation
Provides inaccurate and insufficient information to support decision or position
Identifies less than 50% of stated key facts, assumptions and conclusions provided; can discuss structure of argument but without much detail; cannot relate evidence gathered from other sources to support or refute the main assumption
Identifies less than 20% of stated key facts, assumptions and conclusions provided; cannot discuss structure of argument
Does not explain rationale for decision. Does not identify or evaluate consequences or implications of actions