CCSSO-SCASS Health Education Assessment
Scoring Rubric

CONCEPTS SCORE

  1. The response addresses the assigned task but provides little or no accurate information about the relationships between health concepts.

  2. The response presents some accurate information about the relationships between health concepts, but the response is incomplete and there are some inaccuracies.

  3. The response identifies relationships between two or more health concepts; there is some breadth of information although there may be minor inaccuracies.

  4. The response is complex, accurate, and comprehensive, showing breadth and depth of information; relationships are described and conclusions drawn.

SKILLS SCORE

  1. The response shows little or no evidence of the ability to apply health skills.

  2. The response shows some evidence of the ability to apply health skills. The response may have inaccuracies or be incomplete.

  3. The response shows evidence of the ability to apply health skills; the response is mostly complete but may not be fully proficient.

  4. The response shows evidence of the ability to apply health skills; the response is complete and shows proficiency in the skill.

Health Literacy Skills Dimensions:

In this assessment students are given prompts that require application of one or more of these Health Literacy Skills in an instructional setting.

ACCESSING INFORMATION The ability to access valid health information and health-promoting products and services. The quality of student responses can vary from low , where the student provides little or no evidence that appropriate sources of health information have been accessed, to high , where the student provides considerable evidence that she or he understands what considerations should apply when evaluating health information or selecting a health-related product or service. Responses in which the student may have referred to specific health information, but not have identified the source of that information, receive low ratings. More complete responses that identify an appropriate source or describe a means of accessing or evaluating a source of health information receive higher scores. The highest scores are assigned to responses that provide a convincing rationale for the selection or evaluation of the particular sources of health information or health-promoting products or services referenced in the response.

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ANALYZING INFLUENCE of INTERNAL and EXTERNAL FACTORS The ability to analyze the influence of culture, media, technology and other factors on health. Other factors include peer pressure and the influence of role models (including celebrities) on personal health behavior. Responses that show little or no evidence that the student rcognizes that internal and external factors influence personal, family and community health receive the lowest ratings. Responses that show some evidence of the students' recognition of influences and the ability to analyze the impact of internal and external influences on personal, family and community health receive higher ratings. The highest ratings are assigned to responses that show evidence of an appreciation of the complexity of the influences, and provide an analysis of the factors affecting personal, family and community health.

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INTERPERSONAL COMMUNICATION The ability to use interpersonal communication skills to enhance health behaviors. Interpersonal communication involves communication between two people and must include the potential for feedback. Responses that provide little or no evidence of the ability to convey or exchange information, ideas or beliefs about health receive low ratings on this skill. Responses that provide evidence of the ability to organize and convey or exchange information about health needs, ideas or beliefs using appropriate methods of communication receive higher ratings. Responses that demonstrate the use of appropriate communication techniques to effectively exchange information receive the highest ratings on this dimension.
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DECISION-MAKING and GOAL-SETTING This dimension includes two related health literacy skills: the ability to use decision-making and goal-setting to enhance health. Responses that show little or no recognition of the need to make a decision or set a goal receive the lowest ratings on this skill dimension. Responses that show recognition of the need to make a decision or set a goal and that provide evidence that options or consequences were considered receive higher scores. The highest scores are assigned to responses that show reflection and a logical progression through a decision-making or goal-setting process that results in a health-enhancing decision or goal statement.
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ADVOCACY The ability to advocate for personal, family and community health. Responses that show little evidence of an attempt to argue for a health-related position receive the lowest scores. Responses that take a health-enhancing position and attempt to support that position with conviction and some data, reasons or information, although there may be some inaccuracies, receive higher scores. Responses that also show some, but not necessarily all, elements of audience awareness and conviction, as well as mostly accurate supporting data, reasons or information receive higher scores. Complete responses that have all the elements of audience awareness, conviction and accurate supporting data, reasons or information for a position that is health-enhancing are assighed the highest scores.
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OTHER SKILLS This dimension of health literacy accommodates any other specific skills that might be elicited by an assessment item or prompt. Presently such skills as assuming individual responsibility for personal and family health, avoiding threatening situations and managing stress have been identified as important by health educators and may be elicited by assessment exercises. A poor response shows little or no evidence of the skill. Responses to exercises that show only some evidence of the skill will not receive as high scores as responses that show more evidence that the student can perform the skill. The highest scores will only be assigned to complete responses that provide clear evidence that the student can demonstrate the skill.
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