Summative Evaluation Report
1
Summative Evaluation Report
Angela D. Kennedy
Georgia Southern University
CIED 7603
Dr. Arome
11/30/2012
Summative Evaluation Report
Table of Contents
Online Classroom Impact Overview ................................................................................................................... 3
Introduction ....................................................................................................................................................................... 3
Evidence of Effective Assessment .................................................................................................................................... 3
Evidence of Planning for Effective Instruction .............................................................................................................. 4
Evidence of Effectively Integrating Assessment ............................................................................................................. 4
Evidence-baased Practices ............................................................................................................................................... 5
Learner Assessments ............................................................................................................................................ 8
WEL 154 Introduction Survey......................................................................................................................................... 8
Nutrition and Weight Management Pre-Test ................................................................................................................. 9
Diet Plan Part 1 ............................................................................................................................................................... 18
Diet Plan Part 2 Waist-to-Hip Measurement Assessment ........................................................................................... 21
Diet Plan 4 Day Food Diary ........................................................................................................................................... 22
Discussion Forum Instructions ...................................................................................................................................... 29
Discussion Forum Topics Week 1 .................................................................................................................................. 30
Discussion Forum Topics Week 2 .................................................................................................................................. 30
Nutrition and Weight Management Post-Test ............................................................................................................. 31
Diet Plan Part 3- 5 Day Meal Plan................................................................................................................................. 40
Diet Plan Part 3- 5 Day Meal Plan Commentary Requirements ................................................................................ 47
Table 1: Assessment Overview...................................................................................................................................... 49
Table 2: Assessment Individual Data ............................................................................................................................ 51
Table 3: Assessment Group Data .................................................................................................................................. 51
Analysis and Interpretation of Data .................................................................................................................. 52
Recommendations for Revision ......................................................................................................................... 56
References ............................................................................................................................................................ 57
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Online Classroom Impact Overview
Introduction
The target audience for this module is seventeen college freshman and sophomore students enrolled in a
wellness course, at Georgia Military College. Georgia Military College uses MoodleRooms for online and
hybrid course delivery, and the online practicum was delivered in this learning management system. Georgia
Military College’s student population is quite diverse. Their campuses are in very close proximity to Warner
Robbins’ Air Force and Ft. Benning’s Army bases. Because of this, Georgia Military College boasts a
significant population of students who are members of the military, military spouses, or veterans. This class
began on October 15, 2012, and this module commenced the second week of the course, October 21, 2012 and
ended on November 5, 2012. The delivered module addresses body composition and the importance of
nutrition for maintaining a healthy body weight.
Evidence of Effective Assessment
Two key pieces of evidence that demonstrate an ability to effectively assess student learning were
obtained prior to the commencement of the module. First, at the beginning of the course, students completed a
course survey that provided demographic information, current grade level, basic computing skills, and reasons
for enrolling in this course. This information was reviewed and used as a way to emphasize key points and
expand upon areas where a pre-existing deficit might exist. Second, students completed a weight management
and nutrition pre-test before the module began. This test was administered to assess students’ current
knowledge and understanding of key concepts associated with body composition and nutrition. It also provided
a basis for determining how much students learned as a consequence of this instruction.
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Evidence of Planning for Effective Instruction
In addition to the course survey and pre-test that guided the instruction, another critical way that the
planning of this module considered and incorporated students’ existing skills and knowledge is by the manner
in which the unit’s design was constructed. The learning tasks were designed to build upon existing knowledge
and became increasingly more complex throughout the unit. Along with designing the module to build upon
existing knowledge and previous tasks in the unit, multiple means of expression and multiple ways for students
to access the material were also included. All of these factors promoted an increased likelihood that students
would assimilate and accommodate the information presented, and therefore, gain a deeper understanding of
this module’s key concepts and underlying principles.
Evidence of Effectively Integrating Assessment
This unit followed the principles of Universal Design for Learning. It offered multiple ways for students
to view and understand the material. Multiple means of representation included the textbook, which is also
offered as an e-book, screencast videos that were created specifically to highlight the primary concepts
discussed in the text, third-party videos, third-party articles from the Internet, and an interactive body
composition calculator. As shown in the Learner Assessments section of this document, students were offered
multiple means of expression for demonstrating their understanding of the material. Students had several
reduced text assignments. The WebMD BMI Calculator activity, 4-day food journal, and 5-day diet plan are
examples. The discussion forum also gave students a chance to engage in peer reviewing. Finally, students had
access to spelling and grammar checkers in the discussion forum and in the native applications in which some
of their assignments are created.
Students were given multiple means of engagement through the use of threaded discussions and
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interactive web tools. There were seven assessments created for this module, plus four discussion forum topics,
where students were required to post at least four times per topic across a three-day time frame. Students
received rubrics for all assigned tasks, so they understood what the expectations were for each assignment. In
addition to completing the rubrics for each assignment, I also provided specific comments concerning the
student’s overall performance. Due to the number of tasks assigned throughout this unit, there were several
opportunities for formative feedback and evaluation by the instructor, student, and peers. According to Wang
and Gearhart, this is vital in any educational environment, but critical in an online environment, where there is
no face-to-face interaction (2006). In the same respect, Ron Hundley, the director at Georgia Military College’s
Columbus campus, often tells faculty to, “assess early and assess often.” By providing multiple opportunities
for evaluation and offering quality feedback throughout a unit, overall student achievement increases, because
misunderstandings are corrected, and strong performances are reinforced. To ensure that formative evaluation
of learning and instructional effectiveness took place throughout this unit, each assignment was evaluated
within 48 hours of the assigned due date. The submissions were also crosschecked for any misunderstandings
that permeated the class. Issues found were promptly addressed via messaging, announcements, and emails to
all students, and personal feedback was also provided to each student. Because each assignment was based
upon the successful completion and understanding of the previous one, this timely evaluative feedback was
critical in the successful completion of the unit.
Evidence-based Practices
Online courses are innately learner-centered due to the requirement that students must engage in the
material in order to successfully complete a course. However, course instructors do have a lot of leverage
concerning how student-centered instruction becomes. For example, some online instructors might design a
course to simulate the traditional in-class experience as closely as possible. Recorded lectures, text readings,
PowerPoint presentations, notes, and traditional exams may be the primary means for course delivery and
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assessment. However, many educators, who endorse a learner-centered approach question whether authentic
learning takes place when all facts are provided, and the student is only required to re-state the facts that are
presented, which is the general model for instructor-centered settings (Peters & Beeson, 2010). With a
learner-centered approach, the emphasis moves from teaching to learning. Instruction quality becomes
secondary to improving learning quality, where “students, the co-producers of learning, can and must take
responsibility for their own learning.” (Saulnier, Landry, Longenecker, & Wagner, 2008, p. 170) According to
Brown-Ferrigno and Muth, this benefits both teachers and students. Because students become responsible for
their own learning, the role an instructor plays shifts to that of a learning coach. Students also profit because
they gain a deeper understanding, learn more quickly, and “retain and use knowledge and skills more ably, and
transfer both knowledge and skills gained to their work environments but also alter their own instructional
expectations and practices.” (Brown-Ferrigno & Muth, 2012, p. 2).
In keeping with the principles of learner-centered methods, this unit required students to engage with the
materials in multiple ways. Rather than receive a text-based lecture and a single assessment where students are
tested on the material covered in the lecture and text, this module required the student to interact with multiple
web applications and web resources. It is worth noting that most online students appreciate the additional
online resources offered in online courses, For instance, one study by Reisetter and Boris indicated that 83% of
online students surveyed believed online resources are very beneficial to the learning process, and that 81% of
those surveyed regularly used the materials presented (2004). Throughout the course of this module, there were
ten online resources and mobile apps for calorie tracking provided in addition to the text. As with the findings
of Reisetter and Boris, initial reactions from my students about these applications and resources have also been
very positive. By using the information from these web apps and website resources, students have the tools
needed for creating personal fitness goals and designing a nutritionally sound diet plan. As learner-centered
research asserts, having students engage in authentic tasks such as those provided in this unit is an effective
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means for increasing the likelihood of students gaining a deeper understanding of the material covered.
Another evidence-based practice implemented throughout this module is the role I played in facilitating
learning. As Wang and Gearhart discussed, I served the roles of coordinator and facilitator because of the
innate time and space flexibility afforded by Web-based instruction (2006). I provided 48-hour turnaround time
for all assignments and interacted with students through one-to-one communication via weekly chat sessions
and email and one-to-many through discussion forum interactions, messaging, and class announcements. I also
monitored the discussion forums, and responded to course questions, as well as student emails. These responses
were consistently delivered within a 24-hour timeframe. I also made myself available in the evenings and on
weekends for assistance.
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Learner Assessments
WEL 154 Introduction Survey
1. What is your gender?
2. Are you an international student? If so, where are you from?
3. How old are you? Over 30 or Under 30?
4. Are you employed? If so, are you employed part-time or full-time?
5. Are you in the military, a veteran, or a military spouse?
6. Are you a freshman or sophomore?
7. If you are a freshman, is this your first term in college?
8. Are you enrolled full-time or part-time?
9. What is your major?
10. Have you successfully completed ENG 101?
11. Have you used turnitin.com for other classes?
12. Are you familiar with Microsoft Excel and have you used it for submitting class projects in other
courses?
13. Why are you taking WEL 154?
14. Do you currently engage in a regular exercise program at least three days a week for a minimum of 30
minutes per exercise session?
15. Do you think you currently have good nutritional habits?
16. Will you need any special accommodations this term?
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Nutrition and Weight Management Pre-Test
This self-test gives you an opportunity to better assess your current knowledge about weight management and
nutrition. This will enable you to identify areas of weakness and strength, as well as provide a preview of what will be
discussed throughout the Nutrition and Diet Plan unit of this course.
Attempts allowed: 1
This quiz closes on Sunday, 21 October 2012, 11:55 PM
Time limit: 1 hour
1. Obesity is defined as a body mass index equal to or above:
a. 10.
b. 25.
c. 30.
d. 45.
e. 50.
2. Overweight has been defined as a BMI of ____ and higher.
a. 25
b. 30
c. 35
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d. 40
e. 45
3. Which is presently the most prevalent form of preventable death in the United States?
a. obesity
b. smoking
c. poverty
d. problem drinking
e. none of these choices
4. Tolerable weight is what:
a. individuals strive for with distorted self-images.
b. is considered ideal weight.
c. is separate from hereditary factors.
d. magazines depict as the goal.
e. is acceptable to the individual.
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5. What percent of all dieters lose weight and also keep the weight off for a significant amount of time?
a. 5%
b. 10%
c. 15%
d. 20%
e. 25%
6. Very low-calorie diets usually:
a. maintain lean mass.
b. maintain organ tissues.
c. reduce BMR.
d. reduce disease risk.
e. supply all needed nutrients.
7. One pound of fat represents ____ calories.
a. 500
b. 1,000
c. 2,000
d. 2,500
e. 3,500
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8. Theoretically, weight is lost when there is a:
a. caloric balance.
b. negative caloric balance.
c. greater caloric input than caloric output.
d. net increase in storage calories.
e. positive caloric balance.
9. The suggested lower limits of daily caloric consumption are ____ for men and ____ for women (respectively).
a. 1,500; 1,200
b. 1,800; 1,500
c. 2,100; 1,800
d. 2,400; 2,100
e. 2,700; 2,400
10. ____ provide the nutritional base for a healthy diet in the MyPlate food guidance system.
a. Fruits
b. Whole grains
c. Vegetables
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d. Low-fat milk
e. All of these choices
11. Each gram of fat contains ____ calories, while a gram of protein or carbohydrate contains ____ calories.
a. 4; 9
b. 3; 6
c. 6; 3
d. 9; 4
e. 9; 5
12. The mechanism that seems to regulate how much a person weighs is known as the:
a. basal metabolic rate.
b. estimated energy requirement.
c. weight-determining factor.
d. setpoint.
e. energy quotient.
13. _____ is the nonfat component of the human body.
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a. Lean body mass
b. Cellulite
c. Leptin
d. Recommended body weight
e. BMR
14. The daily recommended fiber intake for males is ____ grams and for females is ____ grams.
a. 38; 25
b. 25; 38
c. 15; 25
d. 25; 15
e. 30; 30
15. The most dangerous fat to one’s health is:
a. saturated fat.
b. unsaturated fat.
c. polyunsaturated fat.
d. monounsaturated fat.
e. trans fatty acids.
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16. Unsaturated fats in the diet:
a. are ice cream and cheese.
b. come from plant sources.
c. deliver more calories than saturated fats.
d. only have single bonds between the carbons.
e. raise blood cholesterol.
17. Probiotics are found in:
a. nuts.
b. cheeses.
c. yogurts.
d. meats.
e. eggs.
18.The National Academy of Sciences states that ____% of total calories should come from carbohydrates in a wellbalanced diet.
a. 15–35
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b. 25–45
c. 35–55
d. 45–65
e. 55–75
Segway
19. The National Academy of Sciences states that ____% of total calories should come from fats in a well-balanced
diet.
a. 10–25
b. 20–35
c. 30–45
d. 40–55
e. 50–65
20. Water is:
a. used in digesting and absorbing foods.
b. contained in almost all foods.
c. involved in rebuilding cells.
d. the most important nutrient.
e. all of these choices
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Diet Plan Part 1
For this assignment, you will visit two web sites, copy your results into a word document, create a SMART
fitness goal, and submit your results in a SINGLE word document file via the GMC Online assignment tool for
the week this assignment is given.
1. First, visit and complete the LifeScan Health Risk Appraisal. Complete the entire appraisal and copy
ALL of your results (select all and copy) Then open Word, and paste (your results into a new document.
Note: You will need to make sure the page orientation is landscape and your margins are narrow in order
for the table to fit. View Angela Kennedy Example Diet Plan Part 1 for the required format of this
assignment. You may want to save this file and name it: Your Name Diet Plan Part 1 (ex: Angela
Kennedy Diet Plan Part 1) and simply replace the example results with your own. This will allow you to
avoid formatting a new document.
2. Next, visit Web MD's BMI Calculator Plus to complete your body composition calculations. To use this
calculator, enter gender, height, weight, pants size, and weight goal. After clicking the calculate button,
review each results tab (Your Info, BMI & Body Shape, Healthy Weight, Your Calories, Heart Rate, and
Summary and plan) for more detailed information about current body composition. After completing
the calculator and reviewing results, copy your results from the Summary and Plan results as shown
below and in the example link Angela Kennedy Example Diet Plan Part 1. Refer to the rubric at the end
of this document for details about how this assignment will be assessed.
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3. Based on the results of the above assessments, create a SMART body composition goal that
includes a nutritional objective and addresses an area of weakness or an area that can be further
improved. Be sure to review the SMART goal model at the end of Chapter 1 and Activity 3.4 prior to
creating your goal.
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Rubric
Diet Plan Part 1
Unsatisfac
tory
Results were not submitted
0
to the instructor on the
assigned due date.
Target
Scor
e
Results were 3screen-printed
and sent to the instructor by
the assigned due date.
Unsatisfactory
Acceptable
Target
Student goal0-.9
may not be
complete, does not address
the results found in the two
assessments, does not follow
the SMART goal model,
and/or may not have been
submitted to the instructor
on the assigned due date.
Student goal1-1.5
is mostly
complete, mostly addresses
the results found in the two
assessments, mostly follows
the SMART goal model, and
is submitted to the instructor
on the assigned due date.
1.5-2is
Student goal
complete, fully
addresses the results
found in the two
assessments, follows
the SMART goal
model, and is
submitted to the
instructor on the
Total Score:
assigned due date.
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Diet Plan Part 2 Waist-to-Hip Measurement Assessment
For this assignment, you will complete a waist-to-hip ratio assessment. Submit this assignment on GMC
Online’s Assignment Tool by the assigned due date. Review the rubric for details concerning how this
assignment will be graded.
1. Watch How to Measure the Waist and Hips, which demonstrates how to measure your waist and hips.
Record your waist and hip measurements, divide your waist measurement by your hip measurement.
Based on the waist-to-hip ratio norms displayed in the video, is your ratio excellent, good, average, or at
risk?
Rubric
Waist-to-hip
assessment
Diet Plan Part 2 Waist-to-Hip Measurement Assessment
Unsatisfac
tory
Waist-to-Hip ratio and the
0
student’s ratio rating are
incomplete and/or results are
not submitted to the
instructor by the assigned
due date.
Target
Scor
e
Waist-to-Hip 1ratio and the
student’s ratio rating is
recorded. Results are
submitted to the instructor
by the assigned due date.
Total Score:
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Diet Plan 4 Day Food Diary
For this assignment, you will complete a 4-day food diary, using the tools provided by SparkPeople. Submit
this assignment on GMC Online’s Assignment Tool by the assigned due date. Review the rubric at the end of
this document for details concerning how this assignment will be graded.
1. Create a SparkPeople account. This needs to be done BEFORE viewing any of the subsequent videos.
2. View this video describing how to use the SparkPeople Nutrition Tracker
3. For convenience, here are links to SparkPeople Mobile Apps for tracking caloric intake anywhere. These
will be very helpful for ensuring your logs are thorough and display all foods/fluids consumed each day.
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4. After setting up a SparkPeople account and viewing the introductory video, use the SparkPeople Nutrition
Tracker to record all foods, drinks, and condiments consumed over the next 4 days. This is to provide you with
a baseline for your current eating patterns, which will be helpful when designing your nutrition plan in the next
assignment. Change the Tracker Options to “Don’t Show Meal Plans” as shown below and enter all items
consumed each day.
5. Scroll to your “Daily Totals” to make sure they are not 0 and note how they compare with your
recommended goals.
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6. After entering this data for a 4-day time frame, you will need to generate a Nutrition Log Report. Choose the
appropriate Start and End dates (these will vary based on the 4 days you chose to track) as shown in the below
screen prints and click Run Report.
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5.
Scroll to the bottom of the page and click Print Report.
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6. Then click, Print This.
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7. If available, choose the PDF option on the print page. If you don’t have an option to print to pdf, change the
Select Printer option from your default printer to Microsoft XPS Document Writer as shown in the below screen
prints. Click print. You will then see a Save as dialogue box.
Name the file Your Name 4 Day Food Diary (ex: Angela Kennedy 4 Day Food Diary) and click save.
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Rubric
Diet Plan 4 Day Food Diary
4-day Food Diary
Unsatisfactory
Daily logs are
mostly
0-.2.9
incomplete or not completed
at all, may not be in the
requested format, and/or
may not have been
submitted by the assigned
due date.
Acceptable
Target
Daily logs are
mostly
3-3.5
Daily logs3.6-4
are complete. The
complete but may lack some
details for a few items. The assignment is in the
assignment is in the
requested format and
requested format and
submitted by the assigned submitted by the assigned
due date.
due date.
Total Score:
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Discussion Forum Instructions
Participation in the discussion forums is critical to the successful completion of the course. It is through the
discussion forums that students interact and learn from each other. Please keep the following in mind as you
post to the discussion forums:
1. There are two discussion forums per week. You must make your first post prior to the due dates in order to
receive full credit. The due date for the first weekly forum is 11:55 p.m. on Wednesdays. The due date
for the second weekly forum is 11:55 p.m. on Fridays.
2. Take the time before you post to organize your response. Posting responses such as "I agree", or "I don't
know" are not acceptable. When responding to the topic question, use logic and reasoning supported by
examples if they apply. Your responses should be concise but meaningful. Avoid the temptation to stray
too far off topic.
3. Keep your responses to one or two short paragraphs. Remember that others will be reading and responding to
multiple students and posts per forum.
4. Always be courteous of others. Try to use positive language, ask thoughtful questions, and be sensitive when
providing corrective feedback.
5. Follow the rules of netiquette. View a presentation on netiquette by Nicole Marcisz.
Discussion forum participation will be graded using the following criteria:
Discussion
Forum
Grading
Rubric
1 - 2 points
3 - 4 points
5 points
Engagement
responded to question
three or more days after
the discussion first post
due date
responded to question one
to two days after
discussion first post due
date
responded to question the
day the discussion first
post due date
Interaction
responded to question and
one other student
responded to question and
two other students
responded to question and
three or more students
Participation
posted a minimum of one
response in one day
posted a minimum of two
responses over two days
posted a minimum of three
responses over three or
more days
Relevance
responses are sometimes
irrelevant to the discussion
topic
responses are relevant and
provide meaningful insight
to the discussion topic
responses are always
relevant and prompt
further discussion of the
topic
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Discussion Forum Topics Week 1
Topic 1: Body Weight Discussion
How do you feel about your current body weight? What influence does society have on the way you perceive
yourself in terms of your weight? Discuss whether these influences are positive or negative.
Topic 2: Physical Activity Discussion Forum
The importance of increased physical activity cannot be over emphasized. There are major health problems that
often arise when people do not incorporate regular physical activity into their lives. Thinking about your current
lifestyle, discuss the role that physical activity plays in your daily life. Do you make an effort to incorporate
physical activity into your daily? How? Do you think you get enough physical activity daily to maintain good
health? Why or why not?
Discussion Forum Topics Week 2
Topic 1: Fad Diets
Obesity is at an all-time high and there are literally thousands of diet plans available. Most are geared toward
short-term success, rather than lifetime changes. Discuss ways to identify fad diets and why they do not work.
Topic 2: The Typical American Diet
Discuss the typical American diet. Describe the diseases and health issues associated with this diet. Also,
explain why this diet is so detrimental to one's health. Finally, discuss how closely your own diet resembles the
typical American, and the reasons it does or does not.
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Nutrition and Weight Management Post-Test
This self-test gives you an opportunity to better assess your knowledge about weight management and nutrition after
completing the unit. Review your results to ensure you understand this material BEFORE turning in your final Diet
plan and commentary.
Attempts allowed: 1
This quiz closes on Sunday, 4 November 2012, 11:55 PM
Time limit: 1 hour
1. Obesity is defined as a body mass index equal to or above:
a. 10.
b. 25.
c. 30.
d. 45.
e. 50.
2. Overweight has been defined as a BMI of ____ and higher.
a. 25
b. 30
c. 35
d. 40
e. 45
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3. Which is presently the most prevalent form of preventable death in the United States?
a. obesity
b. smoking
c. poverty
d. problem drinking
e. none of these choices
4. Tolerable weight is what:
a. individuals strive for with distorted self-images.
b. is considered ideal weight.
c. is separate from hereditary factors.
d. magazines depict as the goal.
e. is acceptable to the individual.
5. What percent of all dieters lose weight and also keep the weight off for a significant amount of time?
a. 5%
b. 10%
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c. 15%
d. 20%
e. 25%
6. Very low-calorie diets usually:
a. maintain lean mass.
b. maintain organ tissues.
c. reduce BMR.
d. reduce disease risk.
e. supply all needed nutrients.
7. One pound of fat represents ____ calories.
a. 500
b. 1,000
c. 2,000
d. 2,500
e. 3,500
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8. Theoretically, weight is lost when there is a:
a. caloric balance.
b. negative caloric balance.
c. greater caloric input than caloric output.
d. net increase in storage calories.
e. positive caloric balance.
9. The suggested lower limits of daily caloric consumption are ____ for men and ____ for women (respectively).
a. 1,500; 1,200
b. 1,800; 1,500
c. 2,100; 1,800
d. 2,400; 2,100
e. 2,700; 2,400
10. ____ provide the nutritional base for a healthy diet in the MyPlate food guidance system.
a. Fruits
b. Whole grains
c. Vegetables
d. Low-fat milk
e. All of these choices
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11. Each gram of fat contains ____ calories, while a gram of protein or carbohydrate contains ____ calories.
a. 4; 9
b. 3; 6
c. 6; 3
d. 9; 4
e. 9; 5
12. The mechanism that seems to regulate how much a person weighs is known as the:
a. basal metabolic rate.
b. estimated energy requirement.
c. weight-determining factor.
d. setpoint.
e. energy quotient.
13. _____ is the nonfat component of the human body.
a. Lean body mass
b. Cellulite
c. Leptin
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d. Recommended body weight
e. BMR
14. The daily recommended fiber intake for males is ____ grams and for females is ____ grams.
a. 38; 25
b. 25; 38
c. 15; 25
d. 25; 15
e. 30; 30
15. The most dangerous fat to one’s health is:
a. saturated fat.
b. unsaturated fat.
c. polyunsaturated fat.
d. monounsaturated fat.
e. trans fatty acids.
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16. Unsaturated fats in the diet:
a. are ice cream and cheese.
b. come from plant sources.
c. deliver more calories than saturated fats.
d. only have single bonds between the carbons.
e. raise blood cholesterol.
17. Probiotics are found in:
a. nuts.
b. cheeses.
c. yogurts.
d. meats.
e. eggs.
18.The National Academy of Sciences states that ____% of total calories should come from carbohydrates in a wellbalanced diet.
a. 15–35
b. 25–45
c. 35–55
d. 45–65
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e. 55–75
Segway
19. The National Academy of Sciences states that ____% of total calories should come from fats in a well-balanced
diet.
a. 10–25
b. 20–35
c. 30–45
d. 40–55
e. 50–65
20. Water is:
a. used in digesting and absorbing foods.
b. contained in almost all foods.
c. involved in rebuilding cells.
d. the most important nutrient.
e. all of these choices
Page 38 of 57
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Summative Evaluation Report
Diet Plan Part 3- 5 Day Meal Plan
For this assignment, you will complete a 5-day meal plan by using the tools provided by SparkPeople. Submit
this assignment on GMC Online’s Assignment Tool by the assigned due date. Review the rubric at the end of
this document for details concerning how this assignment will be graded.
1. Using the SparkPeople Nutrition Tracker enter 5 days’ worth of meal plans that are nutritionally sound and
that will enable you to meet the stated body composition goal you set at the beginning of the course. This is
NOT a food log where you simply record what you've eaten. Refer to the suggestions provided in SparkPeople
for meal ideas, along with reading Chapter 5 for a better understanding of what a "nutritionally sound" diet
should be. You can double check your plan by looking at Sparkpeople's suggested Daily Goals’ calorie, fat,
protein, and carbohydrate ranges and compare them to your totals. If your numbers are red, your plan is not
likely sound. Go back and make appropriate adjustments. They should be within the ranges suggested.
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2. Use the Tracker’s suggested meal plans or modify them with appropriate substitutions to meet your
recommended daily caloric intake, as well as recommended nutritional balance. Make sure you enable “Show
Meal Plans” to see recommendations.
3. Scroll to your “Daily Totals” at the bottom of the page and make sure they are in line with those
recommended following them, as shown in the below screen prints. Keep in mind this assignment is different
from last week’s. Your goal is to create a nutritionally balanced plan- NOT simply record what you’ve eaten.
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4. After creating 5 days’ worth of data, you will need to generate a Nutrition Log. Choose the appropriate Start
date (these will vary based on the 5 days you chose for your designing your plan) and change days to show to 5
as shown in the below screen prints and click Run Report.
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5.
Scroll to the bottom of the page and click Print Report.
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6. Then click, Print This.
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7. Choose the PDF option on the print page. If you don’t have an option to print to pdf, change the Select
Printer option from your default printer to Microsoft XPS Document Writer. Click print. You will then see a
Save as dialogue box.
Name the file Your Name 5 day Meal Plan (ex: Angela Kennedy 5 day Meal Plan) and click save.
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Rubric
Diet Plan 5 Day Meal Plan
5-day Food Log
Unsatisfactory
0-.3.1
Meal plans are mostly
incomplete or not completed
at all, may not be in the
requested format, and/or
may not have been
submitted by the assigned
due date.
Acceptable
3.2-4.4
Target
4.5-5
Meal plans are mostly
Meal plans are complete.
complete but may lack some The assignment is in the
requested format and
details for a few items. The
submitted by the assigned
assignment is in the
due date.
requested format and
submitted by the assigned
due date.
Total Score:
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Diet Plan Part 3- 5 Day Meal Plan Commentary Requirements
1. Describe your SMART goal from Diet Plan Part 1 (you may simply copy and paste your goal here). Do
you believe the meal plan you have created will help you meet your stated objective? How?
2. Describe your overall feelings about the diet plan you have created. Do you believe you can reasonably
eat this way? Why or why not?
3. What aspect do you believe will be the easiest for you to successfully follow? Why?
4. What aspect do you believe will be the most difficult for you to successfully follow? Why? What steps
will you take to be successful in accomplishing this?
5. Were you surprised by the recommended number of calories and/ or portion sizes you should consume?
6. Did you find the SparkPeople Tracker an easy tool to use, and do you plan to use it in the future? Why
or why not? Did you use the Mobile app?
7. The commentary should be created in Word and be at least 150 words (use Word Count to ensure it is).
Name it Your Name 5 Day Meal Plan Commentary (ex: Angela Kennedy 5 Day Meal Plan
Commentary).
8. The commentary should be submitted via the GMC Online Assignment Tool by the stated due date.
9. Review the rubric at the end of this document.
Grading parameters: 75%-content, 25% -grammar and organization
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Assessment Rubric for Diet Plan Commentary
Unsatisfactory
Target
Length
0
1
The commentary is less than The commentary is at least
150 words.
150 words.
Unsatisfactory
Satisfactory
Content
0-2.3
The commentary fails to
address most or all of the
stated requirements of
the assignment.
Unsatisfactory
0-.6
Grammar
Score
The commentary lacks
organization. The
commentary contains
numerous grammatical
and spelling errors.
2.4- 2.6
The commentary fails
to fully address some of
the stated requirements
of the assignment.
Satisfactory
Target
2.7-3
The commentary fully
addresses all of the
stated requirements of
the assignment.
Target
.7-.8
.9-1
The commentary is
fairly organized. The
commentary contains
some grammatical and
spelling errors.
Total Score:
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Score
The commentary is well
organized. The
commentary contains few
to no grammatical and
spelling errors.
Score
Summative Evaluation Report
Pre-test and Post-test Data
Table 1: Assessment Overview
No. of
Pre and Post
Length
students Assessments
of Unit
taught
Used
Assessment
Name
School
Name
Learning Module
Topic
Student
Demographic
Course
Survey
Georgia
Military
College
Body Composition and
Principles of Weight
Management
College
Freshmen and
Sophomores
17
written preassessment
1 week
Pre-Test
Georgia
Military
College
Assessment of Body
Composition, Principles
of Weight Management,
and Nutrition
College
Freshmen and
Sophomores
17
written pretest
2 weeks
Body Weight
Discussion
Forum
Georgia
Military
College
Assessment of Body
Composition, Principles
of Weight Management
College
Freshmen and
Sophomores
17
written postassessment
1 week
Weight
Management
Discussion
Forum
Georgia
Military
College
Assessment of Body
Composition, Principles
of Weight Management
College
Freshmen and
Sophomores
17
written postassessment
1 week
Diet Plan
Part 1
Georgia
Military
College
Assessment of Body
Composition, Principles
of Weight Management
College
Freshmen and
Sophomores
written
17 pre/selfassessment
1 week
Diet Plan
Part 2:
Waist-to-Hip
Assessment
Georgia
Military
College
Assessment of Body
Composition, Principles
of Weight Management
College
Freshmen and
Sophomores
written
17 pre/self
assessment
1 week
Diet Plan
Georgia
Part 2: 4-Day Military
Food Diary
College
Assessment of Body
Composition, Principles
of Weight Management
College
Freshmen and
Sophomores
written
17 pre/self
assessment
1 week
Nutrition
College
Freshmen and
Sophomores
17
American
Diet
Discussion
Georgia
Military
College
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written postassessment
1 week
Summative Evaluation Report
Forum
Fad Diets
Discussion
Forum
Georgia
Military
College
Diet Plan
Georgia
Part 3: 5-Day Military
Meal Plan
College
Diet Plan
Georgia
Part 3: 5-Day
Military
Meal Plan
College
Commentary
Post-Test
Georgia
Military
College
Nutrition
College
Freshmen and
Sophomores
17
written postassessment
1 week
Nutrition
College
Freshmen and
Sophomores
17
written postassessment
1 week
Nutrition
College
Freshmen and
Sophomores
17
written selfassessment
1 week
Assessment of Body
Composition, Principles
of Weight Management,
and Nutrition
College
Freshmen and
Sophomores
17
written post
test
2weeks
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Table 2: Assessment Individual Data
Student Identifier
Pre-test Score Percentage
Post-Test Score Percentage
Student A
55
95
Student B
60
95
Student C
50
55
Student D
35
90
Student E
65
95
Student F
65
75
Student G
80
95
Student H
50
80
Student I
55
70
Student J
65
85
Student K
45
50
Student L
55
60
Student M
55
80
Student N
50
85
Student O
20
90
Student P
55
95
Student Q
60
70
Table 3: Assessment Group Data
Group Pre-test Mean Score in %
Group Post-test Mean Score in
%
Percent Change (= or - %)
54.12
80.29
26.17
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Analysis and Interpretation of Data
I have included the individual student data and class data for the pre and post-tests for this module. All
other assessments in this module did not include a pre-assessment. Analysis was planned and carried out based
on pre-test results and the below performance objectives.
Students:
a. will determine recommended body weight, determine personal BMI, and create a “SMART” body
composition goal based on the results. Results and “SMART” goal will be submitted to the instructor
via the Moodle Assignment tool by the end of week one. A score of would be acceptable in terms in
terms of successfully completing this assignment.
b. will determine their waist circumference and assess personal disease risk based on this
and BMI. Results from this activity will be reported to the instructor via the Moodle Assignment tool by
the end of week one. A score of 70% or above is acceptable in terms of successfully completing this
assignment.
c. discuss the relationship among body weight, nutrition and well being via a discussion forum topic.
Discussion forum guidelines should be followed and completed by the end of week one. A score of
70% or above is acceptable in terms of successfully completing this unit.
d. discuss strategies to better manage one’s weight via a discussion forum topic. Discussion forum
guidelines should be followed and completed by the end of week one. A score of 70% or above is
acceptable in terms of successfully completing this unit.
e. identify the components of body composition, the principles of weight management, and the functions of
nutrients in the body via a post-test to be completed within 60 minutes at the end of week two. A score
of 70% or above is acceptable in terms of successfully completing this unit.
f. discuss and describe the characteristics of the typical American diet via a discussion forum topic.
Discussion forum guidelines should be followed and completed by the end of week two. A score of
70% or above is acceptable in terms of successfully completing this unit.
g. discuss and describe the characteristics of fad diets via a discussion forum topic. Discussion forum
guidelines should be followed and completed by the end of week two. A score of 70% or above is
acceptable in terms of successfully completing this unit.
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h. record current dietary habits by entering all foods and drinks consumed for 4 days in the SparkPeople
Nutrition Tracker. A pdf report will be generated and submitted to the instructor via the Moodle
Assignment tool by the end of week two. A score of 70% or above is acceptable in terms of
successfully completing this unit.
i. create a nutritionally sound personal 5-day diet plan using the SparkPeople Nutrition Tracker. A pdf
report will be generated and submitted to the instructor via the Moodle Assignment tool by the end of
week two. A score of 70% or above is acceptable in terms would be acceptable in terms of successfully
completing this unit.
j. self-assess and analyze potential obstacles with following a nutritionally sound diet plan. Results from
this activity will be reported to the instructor via the Moodle Assignment tool by the end of week two. A
score of 70% or above is acceptable in terms of successfully completing this assignment.
With the exception of objective pre and post-tests, rubrics were created for each of the module’s
assignments and are included in the Learner Assessment Categories. A score of 70%, which equates to a C was
deemed acceptable for each assignment the students submitted. The only assessment, where both a pre and post
assessment were included was a test that measured students’ basic understanding of body composition and
nutrition principles. The baseline class average for the pre-test assessment is 54.1%. After the learning module
was completed, the class average for the post-test assessment rose to 80.3%, a 26.2% increase in overall scores,
or stated another way, the class average rose from an F to a B. The class average is ten percentage points higher
than the defined measure of an acceptable score. As Gaytan described, pre-tests or self-tests are a very effective
assessment tools, especially in an online class environment, because students receive immediate feedback about
their own learning and achievement and can then “determine the amount and quality of learning as they pre-test,
study material, and test again to assess their own progress.” (2005, p. 3) This was clearly a benefit for the
students in my course, not only as demonstrated in the significant difference between the pre and post test
scores but also in other assessments submitted throughout the module. At the time of the post-assessment, I
instructed students to review their scores and missed responses. They were to ensure they understood why they
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missed what they did prior to submitting the culminating project for the unit, a nutritionally sound diet plan. As
shown in the following table, the class average for the diet plan was 80.88%, again considerably higher than the
acceptable minimum score of 70% with this project. As shown, this average also included two zeros for
students who did not submit an assignment.
Table 4: 5-Day Meal Plan Assessment Individual and Group Data
Student Identifier
Score as a Percentage
Student A
0
Student B
100
Student C
0
Student D
90
Student E
95
Student F
90
Student G
100
Student H
75
Student I
80
Student J
100
Student K
90
Student L
95
Student M
95
Student N
100
Student O
90
Student P
90
Student Q
85
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Class Average
80.88%
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Recommendations for Revision
Although this module went exceptionally well, and students were very receptive to the course
presentation and materials, there are a couple of revisions that should be incorporated for future courses. First,
the syllabus included a requirement for students to have access to Microsoft Office; however, there were a few
students who did not have access to Microsoft Office but had access to Microsoft Works. They saved
documents and spreadsheets in formats I could not open. I explained to them they needed to submit the
assignments in the correct format, so I could open them. Apparently, this is the first course some of them have
taken where Microsoft Office documents were required, because they had absolutely no idea how to convert
them to the appropriate format. I had no experience with Works, so I requested they use Microsoft SkyDrive’s
Web Office Apps. These students were nervous about using another technology and instead sent assignments in
formats that were inappropriate for the work submitted. I have since learned that Works can open earlier
versions of Office documents, such as .doc (versus .docx) and .xls (versus .xlsx). For future classes, I will plan
to save these documents in older formats, so students are less likely to have compatibility issues.
Another issue I encountered several times is students not thoroughly reading an assignment, even after I
asked them if they have. Ideally, I would like to develop instructional screencasts for some of the more
involved projects, where directions span across five or more pages. This would provide students an option to
view each step being taken, as they might see in a traditional classroom. Because there are no pre-requisites for
enrolling in the Wellness course, my students have varying degrees of reading comprehension skills. In the
traditional classroom, this is not problematic because we go to the computer lab and work through the initial
requirements. I believe providing students with a similar experience online would resolve many of the issues
they encountered as they worked through the assignments.
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References
Brown-Ferrigno, T., & Muth, R. (2012). Use of learner-centered instructional strategies in higher education:
Doctoral student assessments. International Journal for the Scholarship of Teaching and Learning, 6(2),
1-21.
Gaytan, J. (2005). Effective assessment techniques for online instruction. Information Technology, Learning,
and Performance Journal, 23(1), 25-33. Retrieved from
http://search.proquest.com/docview/219816513?accountid=10661
Hoeger, W. & Hoeger, S. (2012). Fitness and wellness (10th ed.). New York, NY: McGraw Hill.
Peters, R., & Beeson, M. (2010). Reducing the gap between skills sought by employers and developed by
education. Political Science & Politics, 43(4), 773-777.
Reisetter, M., & Boris, G. (2004). What works: Student perceptions of effective elements in online learning.
Quarterly Review of Distance Education, 5(4), 277-291,309. Retrieved from
http://search.proquest.com/docview/231214123?accountid=10661
Saulnier, B. M., Landry Longenecker, H.E., & Wagner, T.A., J. P., Longenecker, H. E., & Wagner, T. A.
(2008). From teaching to learning: Learner centered teaching and assessment in information systems
education. Journal of Information Systems Education, 19(2), 169-174.
Wang, H., & Gearhart, D. L. (2006). Designing and developing web-based instruction. Upper Saddle River,
NJ: Pearson Merrill Prentice Hall.
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