EDUL 6021   Module 1 Activity from Group 1

Joanne Dickinson, Jennifer Armenia and Beth Carter

 

Evaluation procedures that complement the experiences selected and organized for the nutrition objectives in EDUL 6020.

 

According to Tyler (1969), evaluation is important for a number of reasons. Not only is it necessary to give evidence of student learning or the lack of learning but it is also important to improvement of the curriculum. Evaluation is important to evaluating the success of the learning experiences.

 

Activity 1 is an introductory activity and no specific evaluation other than student responses would be appropriate.

 

Activity 2 is also an introductory activity but an evaluation of the Food Guide Pyramid each student produces could be evaluated using a rubric to determine how well each student followed the directions.

 

Activity 3:  There are two elements we might evaluate here. First, students are given “homework”; an assignment to be completed at home. Since these are lower elementary students they might not have much experience with homework. Returning the assignment completed would be an evaluation of the student’s ability to work independently without teacher supervision. The second evaluation of student understanding is the student responses to the questions asked by the teacher when he/she discusses the food diary with the student. This summative assessment will allow the teacher to evaluate the success of the learning experiences so far and adjust the learning experiences as needed if students do not understand the concepts of better nutrition.

 

Activity 4 is an assessment. Although it is a small group activity students must be able to identify the elements of a balanced meal to complete the project successfully. Students should also be given the opportunity to correct this project and the teacher must be ready to dispel any misconceptions expressed by students concerning diet.

 

Activity 5 is a culminating activity and the finished product can be evaluated using a rubric not only addressing the student’s ability to follow directions but also the student’s understanding of the Food Guide Pyramid and which foods constitute healthy choices.

 

After all of the activities are completed the teacher might administer a paper and pencil test to determine student understanding of the objectives. Later in the school term he/she might once again assign a food diary page to be completed by the students. This follow up assessment will help to determine whether the students retained the information learned earlier and whether it had changed the student’s eating behaviors.