Health Education 6 8

Florida Hard-to-Measure Content Areas
Health
Test Item Specifications
Grades 68
Florida Department of Education

www.fldoe.org
NOTE: The contents of these item specifications documents 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.
Table of Contents
Introduction ..................................................................................................................... 1
Mission Statement .................................................................................................... 1
Origin and Purpose of the Specifications .................................................................. 2
Scope of This Document .......................................................................................... 2
Overall Considerations ............................................................................................. 2
Review Procedures for the Florida Health Item Bank ...................................................... 4
Review of Graphics .................................................................................................. 4
Review of Test Items ................................................................................................ 4
Review for Potential Bias and Sensitivity Issues ...................................................... 5
Universal Design ............................................................................................................. 6
Criteria for Selecting Graphic Stimulus Materials ............................................................ 8
Types ........................................................................................................................ 8
Sources .................................................................................................................... 9
Characteristics .......................................................................................................... 9
Content ..................................................................................................................... 9
Modifications............................................................................................................. 9
Graphic Features .................................................................................................... 10
Diversity .................................................................................................................. 10
Length of Video Clip ............................................................................................... 10
Evidence-Centered Design ........................................................................................... 12
Criteria for the Florida Health Items............................................................................... 13
Item Style and Format ............................................................................................ 13
Scope of Items........................................................................................................ 24
Cognitive Complexity of the Florida Health Items .......................................................... 25
Cognitive Complexity .............................................................................................. 25
American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
Guidelines for Item Writers ............................................................................................ 30

Guide to the Grade Level Specifications ....................................................................... 32
Benchmark Classification System .......................................................................... 32
Definitions of Benchmark Specifications ................................................................. 34
Specifications for Grade 6 ........................................................................................... 36
Specifications for Grade 7 ......................................................................................... 128
Specifications for Grade 8 ......................................................................................... 212
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INTRODUCTION
On August 24, 2010, the U.S. Department of Education announced that Florida was a
winner of the federal Race to the Top Phase 2 competition. An important component of
Floridas winning application focused on the Standards and Assessments assurance
area, including the creation of high-quality, balanced assessments. Included among the
initiatives managed by the Office of Race to the Top (RTTT) Assessments were seven
projects awarded to Local Education Agencies (LEAs) individually or in partnerships to
create high-quality assessments for hard-to-measure content areas.
The Florida Department of Education sought and included recommendations from
educators across the state, including the Florida Organization of Instructional Leaders
(FOIL) and a State Advisory Committee on District-Developed Student Assessments for
Instructional Effectiveness (DDSAIE), made up of parents, teachers, and district-level
administrators, to determine the appropriate scope of work for assessments for the
hard-to-measure content areas. Based on these recommendations, teacher assignment
and student enrollment data were analyzed to determine the courses that will reach the
greatest number of students and teachers in the hard-to-measure content areas. A Next
Generation Sunshine State Standards (NGSSS) benchmark analysis was compiled for
the selected content areas. Visual Arts was identified as a content area with courses
having the greatest need for assessment development.
This project is intended to provide Florida public and charter school districts with an
extensive bank of assessment items that are of high quality, are standards-based
(NGSSS), and are vetted by Florida educators. When the item bank and test platform
are fully operational, Florida public and charter school teachers and districts will have
the ability to search the bank, export items, and generate customized assessments to
meet their needs. In addition, a public level of practice items will be available to students
and parents, which independent schools may access as well.
Mission Statement
Although not all benchmarks lend themselves to large-scale testing, successful schools
recognize the need for students to master all of Floridas standards. The increased rigor
exemplified in the NGSSS will enhance student performance in a rapidly advancing
global environment.
Origin and Purpose of the Specifications

The LEAs of Miami-Dade County, Palm Beach County, Broward County, Leon County,
Pinellas County, Polk County, and Lake County, along with the Florida Art Education
Association, the Florida Department of Education (DOE), and committees of
experienced Florida educators, developed and approved the Specifications. The
Specifications is a resource that defines the content and format of the test and test
items for item writers and reviewers. Each grade-level Specifications document
indicates the alignment of the items with the NGSSS. It also provides all stakeholders
with information about the scope of the Florida Visual Arts Item Bank.
Scope of This Document

The Specifications provides general and grade-specific guidelines for the development
of all test items contained in the Florida Visual Arts Item Bank for grades K12.
The Criteria for the Florida Visual Arts Items section addresses the general guidelines
used to develop multiple-choice items, constructed-response items, technologyenhanced items, and performance tasks. The Cognitive Complexity of the Florida Visual
Arts Items section addresses the various levels of cognitive complexity or depth of
knowledge.
The Guide to the Grade Level Specifications section explains the visual arts
benchmarks for which items were written and identifies the ways each benchmark is
assessed. This section also provides content limits and stimulus attributes.
Overall Considerations
This section of the Specifications describes the guidelines that apply to all test items
developed for the Visual Arts Item Bank.
Overall considerations are broad item-development guidelines that should be addressed
during the development of test items for the Visual Arts Item Bank.
Each multiple-choice item should be written to measure primarily one

benchmark; however, other benchmarks may also be reflected in the item
content.
Constructed-response items, technology-enhanced items, and performance

tasks may be written to reflect more than one benchmark.
All items, regardless of the item format, should be grade-level appropriate in

terms of cognitive demands and reading level.
At a given grade, the items should exhibit a varied range of difficulty.
The reading level of the items should be on or below the grade level of the
students for whom they are intended. Items intended for kindergarten and firstgrade students should contain pictures for the multiple-choice options and
provide for teachers and/or test administrators explicit directions that explain how
the item stem and options should be read aloud.
Items should not disadvantage or exhibit disrespect to anyone in regard to age,

gender, race, ethnicity, language, religion, socioeconomic status, disability,
occupation, or geographic region.
Items should require students to apply skills previously taught in lower grades.
Therefore, these skills will continue to be tested at higher grade levels.
Some items may include an excerpt from stimulus material associated with
several items in addition to the item stem.
Items should provide clear, concise, and complete instructions to students.
Each item should be written clearly and unambiguously to elicit the desired
response.
REVIEW PROCEDURES FOR THE FLORIDA HEALTH ITEM BANK

Before being accepted into the Florida Health Item Bank, all graphics and items must
pass several levels of review as part of Floridas development process. Florida
educators in conjunction with the DOE and the LEAs scrutinize all graphics and items
prior to accepting them for placement in the item bank. The graphics and items are
reviewed for content characteristics, potential bias, and any issues of concern to Florida
stakeholders. Concerns expressed during the reviews must be resolved satisfactorily
before the graphics and items are placed in the item bank.
Review of Graphics
A committee made up of select Florida educators with experience and expertise in
visual arts instruction at the appropriate grade levels reviews graphics for potential use
in the Visual Arts Item Bank. Of extreme importance is the vital role the educators play
in determining the appropriateness of the graphics for test item use. After reviewing
graphics, the committee must reach a consensus as to whether a particular graphic will
be used in the Visual Arts Item Bank. Each factor considered in this review process is
identified in the Criteria for Selecting Graphic Stimulus Materials section.
Review of Test Items

The DOE, the LEAs, and a committee made up of select Florida educators with
experience and expertise in visual arts instruction at the appropriate grade levels review
all test items during the item development process. The content specialists at the DOE
review and edit items, judging them for overall quality and suitability for the tested grade
level.
Groups of Florida educators are convened to review the items for content
characteristics and item specifications alignment. This review focuses on validity and
determines whether an item is a valid measure of the designated NGSSS benchmark,
as defined by the grade-level specifications for test items.
The health items in the Florida Health Item Bank are field-tested in Florida to ensure
clarity of items before they count toward a students score. In the event an item does not
test well, it is either deleted or revised. Revised items will require field-testing again
before being scored.
Review for Potential Bias and Sensitivity Issues

Both the graphics and the items are reviewed by a group of Florida educators for the
following kinds of bias: gender, racial, ethnic, linguistic, religious, geographic, and
socioeconomic. Reviews also include a consideration of issues relevant to individuals
with disabilities.
The purpose for the sensitivity review is to ensure that the primary purpose of assessing
visual arts knowledge is not undermined by inadvertently including in the test any
material that is deemed inappropriate. Reviewers consider the variety of cultural,
regional, philosophical, political, and religious backgrounds throughout Florida and
determine whether the subject matter will be acceptable to Florida students, their
parents, and other members of Florida communities. Issues of sensitivity are distinct
from bias because sensitivity issues do not necessarily affect student success on an
item, whereas bias may. Examples of sensitive topics for Florida students include
wildfires, hurricanes, or other topics that may be considered offensive or distracting to
students.
UNIVERSAL DESIGN
The application of universal design principles helps develop assessments that are
usable by the greatest number of test takers, including those with disabilities and
nonnative speakers of English. To support the goal of providing access to all students,
the test maximizes readability, legibility, and compatibility with accommodations, and
test development includes a review for potential bias and sensitivity issues.
Universal design also implies that all non-construct-oriented features should be
removed from items so that the item is truly assessing the intended construct and not
some other feature of the item. Because items in some of the Hard-to-Measure Content
Areas item banks will be administered to students in grades K2, it is important to
consider the cognitive and academic abilities of students at these grade levels when
developing the items. For example, students in kindergarten often cannot read.
Therefore, requiring these students to read and answer questions will present a hurdle
that they will not be able to surmount. The scores of students on these items will not
represent their mastery of the course content but rather will reflect their inability to read.
Thus, item presentation that includes the use of voice-over and easily identifiable
visuals will increase the validity of the items for students in grades K2.
In addition, because the Hard-to-Measure Content Areas item banks are assessing
students ability to apply the content and skills that the students have learned in class
through performances or production of works that demonstrate the attainment of the
required skills, the nature of the questions as well as the scored products will differ from
those commonly used in standardized assessments. However, even with the inclusion
of video components and audio components, both as stimulus materials and as
evidence for finished products, the principles of universal design must be maintained so
that students scores reflect knowledge of the constructs being assessed and not
extraneous features of the task.
During the initial development of the Florida Health Item Bank, both internal and
external reviewers revised items and tasks to allow the widest possible range of student
participation. Item writers must attend to the best practices suggested by universal
design, including but not limited to the following:
Reduction of wordiness
Avoidance of ambiguity
Selection of reader-friendly construction and terminology
Consistently applied concept names and graphic conventions
Universal design principles also inform decisions about test layout and design,
including, but not limited to, type size, line length, spacing, and graphics.
Throughout the development process for the Florida Item Bank, these elements are
carefully monitored. The review processes and field-testing are used to ensure
appropriateness, clarity, and fairness.
CRITERIA FOR SELECTING GRAPHIC STIMULUS MATERIALS

Many of the health items will have accompanying graphic stimulus materials; therefore,
it is important to select stimuli that will render as high-quality images for both computer
displays and print copies. Stimuli may include, but are not limited to, illustrations,
photographs, and video. People appearing in photographs and videos should preferably
be of approximately the age of the respective grade.
Types
The purpose of the health items is to measure student achievement in understanding
the principles that underlie good health, the ability to identify situations and safety
measures that bring about good health, the healthy behaviors that students should
engage in both in school and in the community, and ways to communicate effectively
about health issues to their peers, adults, and community professionals. Health
situations may contain the aspect of action over time, and therefore the bank must
display this action visually. The stimulus material for some items will have to be a still
shot, a series of still shots, or a short video of the activity. The stimuli for items may
include black and white line drawings, color drawings, photographs, and video clips.
The use of photographs and video clips will allow some display of the aspect of action
over time.
Black and white line drawings should be clear and should demonstrate
the focus of the question without superfluous background material
present. They should not contain excessive shading that makes the focus
of the graphic difficult to immediately discern.
Color drawings should be clear and should demonstrate the focus of the
question without superfluous background material present. They should
not contain excessive shading that makes the focus of the graphic difficult
to immediately discern.
Photographs should be clear and should demonstrate the focus of the
not contain excessive shading that makes the focus of the photo difficult
to immediately discern.
Video clips should be clear and should demonstrate the focus of the
not contain more than two or three people engaged in the activity that is
being illustrated. The clip should start at a static position and then show
the action to be illustrated clearly from the start to the finish. The clip
should last no longer than 1 minute.
Sources
Graphics should be non-copyrighted in the public domain or produced or commissioned
by the item writer expressly for the Florida Health Item Bank. Commissioned graphics
produced by the item writers for the Health Item Bank and related products will be the
property of the DOE.
Characteristics
Graphics must be clear and easy to reproduce as well as authentic. Graphics that
require the test taker to have prior or specialized knowledge that is not consistent with
the NGSSS should not be included.
Graphics must function as intact pieces. They must also contain the recognizable key
concepts that they are intended to illustrate.
Graphics produced for the Florida Health Item Bank should reflect the same qualities of
art expressed in the NGSSS. Graphics should present subject matter that is grade-level
appropriate.
The selection of public domain graphics must follow the same rigorous review process
as do all other types of graphics. They should be reviewed by the item writer for any
bias and sensitivity issues and grade-level appropriateness.
Content
Graphics should be interesting and appealing to students at the grades for which the
graphics are intended. Graphics at a given grade level should include a range of ageappropriate images, drawings, photos, or videos. Also, graphics should contain
conceptually appropriate and relevant subjects. Graphics with controversial or offensive
content should not be included in the item bank. Confusing or emotionally charged
subjects should also be avoided. References to trademarks, commercial products, and
brand names should not be included.
Modifications
A public domain graphic should not be modified but should be shown as intended by the
producer. This means that a public domain graphic that includes potentially offensive or
upsetting materials should not be included in the items. However, a commissioned
graphic developed specifically for the Florida Health Item Bank that is otherwise
appropriate may be modified to remove or replace offensive or grade-level-inappropriate
material.
Graphic Features
Graphics may include text boxes and other labels, legends, keys, and captions.
Graphics should also reflect multicultural diversity and avoid gender stereotyping.
Item writers must not develop items for which the correct response depends on
recognition of color. If a reference to color is used in an item, the color must be labeled
with appropriate text. All graphics must be high quality.
Diversity
Graphics should bring a range of cultural diversity to the test. Characters, settings, and
situations should reflect the variety of interests and backgrounds that make up Floridas
student population. Graphics should represent and/or be created by people of different
cultures and races; however, culture- or region-specific graphics should not create an
advantage or a disadvantage for any particular group of students with a particular
characteristic, including gender, race, ethnicity, religion, socioeconomic status,
disability, or geographic region. These kinds of graphics must include text with sufficient
information to allow a student to answer the question.
Length of Video Clip

Video clips should be a maximum of 1 minute long. Because video clips will increase
the testing time for an item, having students watch a 2- or 3-minute video clip to answer
one multiple-choice question is not an effective use of testing time. In addition, younger
students may become inattentive and thus miss the salient features of the clip.
Therefore, video clips should last no longer than 1 minute for kindergarten, first-grade,
and second-grade students.
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EVIDENCE-CENTERED DESIGN
Evidence-centered design provides a schema for the development of the constructedresponse items and performance tasks in the Florida Health Item Bank. Evidencecentered design makes explicit a structured item creation process:
1. Begin from a clear statement of the proficiencies to be measured.
2. Identify the student responses that provide evidence of those proficiencies.
3. Define the constructed-response items and/or performance tasks that require the
types of student responses identified in step 2.
In many ways, this process is a straightforward extension of a classic approach to
assessment (define a framework or content standards, develop item specifications, and
write items meeting the specifications). What it adds is an explicit recognition that each
item or task provides response-based evidence of proficiencies.
Evidence-centered design is operationalized in the Florida Health Item Banks scoring
rubrics with the use of scoring assertions that will guide item developers in the design
and development of targeted constructed-response items and performance tasks. A
scoring assertion consists of (1) a statement of the competency that is to be
demonstrated if the assertion is true and (2) the student response or response
characteristic that provides evidence for the presence of this competency. For example,
a constructed-response item may be designed to assess the competency of explaining
the physical, mental/emotional, social, and intellectual dimensions of health. The item
may target two proficiencies based on the physical dimension of health:
(1) identifying one method to prevent the spread of a disease and (2) explaining why
this method works. The scoring assertion for the first proficiency would include a verbal
expression of the proficiency, along with a representation of the particular evidence that
the response would have to exhibit (e.g., the student lists a correct method to
prevent the spread of a disease). Scoring assertions for the second would be similar
but would look for evidence of a reason the method selected is useful in achieving the
goal of good health. The explication of the response the student must provide, as well
as the evidence of this proficiency in the rubric for the constructed-response item,
allows the direct link between the proficiency and the evidence for the attainment of that
proficiency.
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CRITERIA FOR THE FLORIDA HEALTH ITEMS

The Florida Health Item Bank contains four types of items: multiple-choice items,
constructed-response items, performance tasks, and technology-enhanced items.
Item Style and Format

This section presents stylistic guidelines and formatting directions that item writers
should follow while developing items for the Florida Health Item Bank. Items should be
written to measure the knowledge and skills in the designated benchmarks with the
underlying expectation that students demonstrate grade-appropriate critical thinking.
General Guidelines
Items should be clear and concise, using vocabulary and sentence structure
appropriate for the assessed grade level.
Items should be written in the active voice and not the passive voice (e.g.,
instead of The apple was eaten by the student, use The student ate the
apple).
Items should not contain negative stems; therefore, stems should not include the
words NOT, EXCEPT, or LEAST.
Masculine pronouns should not be used to refer to both sexes. Plural forms
should be used whenever possible to avoid gender-specific pronouns (e.g.,
instead of The student will make changes so that he, use The students will
make changes so that they).
As needed, item stems may be constructed using more than one sentence.
Multiple-Choice Items
Definition
A multiple-choice item contains a question and four answer choices for grades 38. One
choice is the correct answer and the other two or three choices are incorrect. The
incorrect choices must be plausible, for their purpose is to draw the students who have
not fully mastered the concept that is being assessed; for example, a common
misconception might be used as an incorrect choice.
Multiple-choice items can assess one or more benchmarks and can range from low to
high complexity. A multiple-choice item takes approximately 1 minute of testing time to
answer. Each item is worth 1 raw score point.
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Terminology
Listed below are the definitions of the specific terms used for the parts of a multiplechoice item, along with a sample item with each term identified.
Stem: The statement of the question
Options: The answer choices
Key: Correct answer choice
Distractors: Incorrect answer choices
Stem
Jordan sees television advertisements showing athletes consuming

certain sports drinks. What influence will these advertisements have on
Jordan?
Option
s
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A.
B.
C.
D.
The number of times Jordan drinks a sports drink each week

The availability of sports drinks at Jordans school
Distractors
The type of sports drink that Jordan buys
Key
The price of sports drinks at local stores
Criteria
Multiple-choice items should take approximately 1 minute of testing time per item
to answer.
Multiple-choice items are worth 1 point each.
Multiple-choice items should have four answer choices (grades 38).
Multiple-choice items should have only one correct answer.
Multiple-choice items should have directed stems, not undirected stems (e.g.,
Which of the following statements is true?). That is, students should be able to
answer the question without first looking at the answer choices.
One-word answer choices should be arranged alphabetically and be balanced in

the use of words beginning with a vowel or a consonant. Answer choices should
be parallel in reference to parts of speech (i.e., options may all be the same part
of speech or may all be different parts of speech). Answer choices of more than
one word should be arranged by length: short to long or long to short, depending
on the position of the correct answer.
Answer keys should not be the only options to contain words or phrases used in
the item stem.
Answer keys should not be the only positively or negatively worded options.
Distractors should relate to the context of the question. Distractors should be

incorrect but plausible based on the topic of the question.
Outliers should be avoided because they are answer choices that clue the
student or draw the students attention away from the other answer choices.
Outliers often contain grammatical clues and may involve answer choices that
are longer or more specific than other answer choices. A common type of outlier
occurs when a date or a proper noun appears in only one of the options, or not in
one of the options and in all the other options, in which case the option without
the date or noun is the outlier.
Answer choices that are the opposite of correct answer choices should not be
used as distractors.
Answer choices should not include No change needed, Correct as is, None of
the above, All of the above, etc.
Answer choices such as Not enough information or Cannot be determined should

not be used.
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Constructed-Response Items
Definition
Constructed-response items require students to provide an oral or written response.
These questions typically ask students to describe, discuss, explain, or critique a work
of art, the procedures used, or the choice of media. Constructed-response items have
multiple ways in which students can respond correctly. These items can be worth 2 or 4
points depending on the complexity required for a complete response.
Constructed-response items can assess one or more benchmarks and can range from
low to high complexity. A constructed-response item takes approximately 3 to 7 minutes
of testing time to answer, and each item is worth 2 or 4 score points.
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Terminology
Listed below are the definitions of the specific terms used for the parts of a constructedresponse item, along with a sample item with each term identified.
Prompt: The written statement of the question the student must answer
Rubric: A description of how to score the students response
Score Points: The number of points that can be awarded for a response
Score Point Descriptors: The student response that is required for each
score point
The following item sample illustrates the appropriate format for a short constructedresponse item for grades K12.
Prompt:
Describe two reasons it is a good idea to wear a seat belt in case you are in an accident.
Item Rubric
Score Points
2 points
1 point
0 points
Score Point Descriptors

The student correctly identifies two results of wearing a seat belt in a car
accident. These include, but are not limited to, the following:
Reduces chances of hitting ones head/can prevent some head and
neck injuries
Stops you being ejected from the car
Injuries more likely to be non-fatal/serious
The student correctly identifies one result of not wearing a seat belt with a
missing or incorrect impact.
The response indicates inadequate or no understanding of the concept
needed to answer the item. The student may have written on a different topic
or written I dont know.
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Short Constructed-Response Item

The sample item below shows the format for a grades K12 short constructed-response
item with the item-specific rubric. In this sample, the question prompt is presented first,
followed by the rubric with the applicable score points. A short constructed-response
item is worth from 0 to 2 points.
Prompt:
Describe a situation when you might be forced to compromise. Then, explain how you would
compromise to achieve a positive result.
Item Rubric
Score Points
2 points
1 point
0 points
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Score Point Descriptors

The student correctly describes one of the following situations where he or
she might be forced to compromise:
When parents/friends/siblings/other people want one thing and the
student wants another
When the student wants to buy something and cant afford it
AND
The student explains a positive way to compromise.
The student correctly describes a situation where he or she might be forced to
compromise.
Extended Constructed-Response Item

The sample item below shows the format for a grades K12 extended constructedresponse item with the item-specific rubric. In this sample, the question prompt is
presented first, followed by the rubric with the applicable score points. An extended
constructed-response item is worth from 0 to 4 points.
Prompt:
Identify two family practices that influence good physical health. Then, describe how these
practices improve physical health.
Item Rubric
Score Points
4 points
3 points
2 points
1 point
0 points
Score Points Descriptors

The student correctly identifies two family practices that influence physical
health and describes how they improve physical health. These include, but
are not limited to, the following:
Eating nutritious foodskeeps body healthy and strong
Regular exercisekeeps body healthy and strong
Good hygieneprevents illness and disease
Getting proper restprevents illness and disease
Good communicationreduces stress/conflict
Safety rulesprevents accidents/injuries
The student correctly identifies two family practices and describes how one
practice improves physical health.
OR
The student correctly identifies one family practice and describes two ways
that it improves physical health.
The student correctly identifies two family practices.
OR
The student correctly identifies one family practice and describes how that
family practice improves physical health.
The student correctly identifies one family practice.
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Criteria
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There are two types of constructed-response items: short (SCR) items and
extended (ECR) items.
SCR items take approximately 3 minutes of testing time to answer and require a
phrase or sentence as a response. They are worth 2 points each.
ECR items take approximately 6 minutes of testing time to answer and require
several sentences or a paragraph as a response. They are worth 4 points each.
SCR and ECR items should require a more complex response than a multiplechoice item permits.
SCR and ECR items should not ask for a yes or no response.
SCR and ECR items should contain enough information to focus the student on
the task that must be accomplished.
SCR and ECR items should indicate the amount and type of information that
must be included in the response.
SCR and ECR items should not ask for multiple repetitions of the same task to
gain additional points.
SCR and ECR items with two parts should not include score point dependencies,
that is, achieving points on the second part of the item should not depend on a
correct response to the first part of the item.
SCR and ECR items should present a task that can be completed in the time
allotted for the question type.
SCR and ECR items should permit multiple solutions to the task presented in the
prompt.
SCR and ECR items should have rubrics that are clearly aligned to the task
presented in the prompt.
SCR and ECR items must be accompanied by a rubric or scoring guideline that
lists the anticipated responses and the point value for each of the responses.
SCR and ECR item rubric score point descriptions should clearly delineate what
a student must do to earn each point.
SCR and ECR item rubrics should not contain scoring rules that do not
correspond to what is asked in the prompt.
SCR and ECR item rubrics should contain unambiguous response exemplars.
After SCR and ECR items are field-tested, sample student papers should be
included in the rubrics to provide student-generated exemplars for each score
point.
Performance Tasks
Definition
Performance tasks require students to produce a work of art on their own. They can be
given a standard set of materials, a technique they must use, and/or the subject of their
artwork.
Performance tasks can assess one or more benchmarks and can range from medium to
high complexity. A performance task takes approximately 5 to 10 minutes of testing time
to answer, and each item is worth 1 to 4 score points.
Terminology
Listed below are the definitions of the specific terms used for the parts of a performance
task, along with a sample task with each term identified.
Materials: The materials that must be provided for the student
Setup: The setup for the presentation of the task
Prompt: The directions that are stated before the student begins the task
Rubric: The scoring guidelines for a students response
Score Points: The points that can be awarded for a response
Score Point Description: The student response that will earn each of the
score points
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Materials:
None
Set Up:
The assessment administrator sits across from the student.
Prompt:
Say: Assume you have been told by your doctor to supplement your diet with vitamins.
You may purchase the vitamins in a specialty store, or at your local discount store. Which
would you choose? Give two reasons to support your answer.
Item Rubric
Score Points
2 points
1 point
0 points
Score Points Descriptors

The student makes a choice and supports it with two reasons,
OR
The student supports each choice with one reason. Responses may include,
but are not limited to, the following:
Specialty store:
- Better quality
- Better selection
- Knowledgeable sales staff
Discount store:
- Better prices
- Accessibility
The student gives support for one choice.
The student is unable to perform the task, does not understand how to
complete the task, or unsuccessfully completes the task.
The sample task above shows the format for a grades K12 performance task, along
with its item-specific rubric. In this sample, the materials, the task setup, and the specific
prompt are presented first. They are followed by the rubric with the applicable score
points. A performance task can be worth from 1 to 4 points.
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Criteria
Performance tasks should take no more than 15 minutes of testing time to

answer and require the production of a work of art. They are worth from 1 to 4
points each.
Performance tasks should permit multiple solutions to the task presented in the
prompt.
Performance tasks should refer to and use materials, tools, and techniques that
are appropriate classroom activities for students.
Performance tasks must be accompanied by a rubric or scoring guideline that

lists descriptions of anticipated responses and the point value for each of the
responses.
After performance tasks are field-tested, sample student papers should be

included in the rubrics to provide student-generated exemplars for each score
point.
Performance tasks should adhere to all the general guidelines and the
constructed-response guidelines listed above.
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Scope of Items
The scope of the Florida Health Item Bank for grades K8 is presented by the NGSS
benchmarks for these grades. The benchmarks serve as the objectives to which the test
items are written. There may be additional specification or restrictions by grade level,
and these are provided in the content limits section of the item specifications listed
under each benchmark.
24
COGNITIVE COMPLEXITY OF THE FLORIDA HEALTH ITEMS

The degree of challenge for items in the Florida Health Item Bank is currently
categorized by cognitive complexity.
Cognitive Complexity
Cognitive complexity refers to the cognitive demand associated with an item. The
cognitive classification system is based upon Dr. Norman L. Webbs Depth of
Knowledge (DOK) levels.1 The rationale for classifying an item by its DOK level of
complexity focuses on the expectations made by the item, not on the ability of the
student. When an items demands is classified on thinking (i.e., what the item requires
the student to recall, understand, analyze, and do), it is assumed that the student is
familiar with the basic concepts of the task. Test items are chosen for the Health Item
Bank on the basis of the NGSSS and their grade-level appropriateness, but the
complexity of the items remains independent of the particular curriculum a student has
experienced. The cognitive complexity of an item depends on the grade level of the
assessment; an item that has a high level of cognitive complexity at one grade may not
be as complex at a higher grade.
The categorieslow complexity, moderate complexity, and high complexityform an
ordered description of the demands an item may make on a student. For example, lowcomplexity items may require a student to solve a one-step problem. Moderatecomplexity items may require multiple steps. High-complexity items may require a
student to analyze and synthesize information. The distinctions made in item complexity
ensure that items will assess the depth of student knowledge at each benchmark. The
intent of the item writer weighs heavily in determining the complexity of an item.
The page that follows illustrates some of the varying demands that items might make at
each complexity level for the Florida Health Item Bank. Note that items may fit one or
more descriptions. In most instances, these items are classified at the highest level of
complexity demanded by the item. Caution must be used in referring to the table (page
29) that describes activities at each cognitive complexity level. This table is provided for
ease of reference, but the ultimate determination of the item complexity should be made
considering the overall cognitive demand placed on a student.
Item writers are expected to evaluate their items in terms of cognitive complexity and
include this on the item template. Items should generally be targeted to the highest level
of complexity as appropriate to the assessed benchmark, although some benchmarks
1
Webb, N. L., et al. (2005). Webb alignment tool. Madison: University of Wisconsin-Madison, Wisconsin Center for
Educational Research. http://www.wcer.wisc.Edu/WAT/index.aspx.
25
call for items at varying levels. When this is the case, writers should take care to cover
the range of levels that are appropriate and not create items only at the lower ranges.
Low Complexity
The low-complexity items in the Florida Health Item Bank require students to recall,
observe, question, or represent basic art facts. For a low-complexity item, students are
expected to demonstrate simple skills or abilities. A low-complexity item requires only
basic understandingoften verbatim recall or simple understanding of an art term or
process.
Below is an example of a low-complexity item.
On a hot day, what is one way to prevent heat exhaustion during physical activity?
*A.
26
Drinking plenty of water
B.
Putting on sunscreen
C.
Running faster
D.
Wearing a hat
Moderate Complexity
The moderate-complexity items in the Florida Health Item Bank require two steps:
identification and subsequent processing of that information. Students are expected to
make inferences and may encounter items that include words such as classify,
organize, and compare. Depending on the objective of a particular moderate-level
item, students may also be required to explain, describe, or interpret.
Below is an example of a moderate-complexity item.
Deondres friends are pressuring him to skateboard with them down a very steep hill.
Deondre thinks that it is looks like fun, but may also be dangerous.
Which action should he take?
A.
Ask a friend to do it first
B.
Go down the hill only one time
*C.
D.
Suggest going to a safer area to ride

Make sure his shoes are laced tightly first
27
High Complexity
The high-complexity items in the Florida Health Item Bank make heavy demands on
student thinking. Students may be asked to explain, generalize, or make multiple
connections. High-complexity items require several steps involving abstract reasoning
and planning. Students must be able to support their thinking. Items may involve
identifying a unifying theme across artworks or making complex inferences across
pieces of art. Students may also be asked to assess a stimulus for a particular art
concept and then apply that concept to a new work of art that they create themselves.
Below is an example of a high-complexity item.
Eric wants to lose a small amount of body fat to become more physically fit. Describe two
short-term goals that Eric can set and how they would achieve weight loss in a healthy
way.
28
The following table is provided for ease of reference; however, caution must be used in
referring to this table, which describes activities at each cognitive complexity level. The
ultimate determination of an items cognitive complexity should be made after
considering the intent of the overall cognitive demand placed on a student.
Examples of Floridas Health Items Across Cognitive Complexity Levels
Low Complexity
Which heredity factor affects
personal health?
Which condition could be a
result of smoking?
Which health problem is
common in teenagers?
What health information is
commonly posted at
community pools?
Moderate Complexity
Jamies school offers free
breakfast to every student.
What is one way eating
breakfast every morning
affects your health?
Juana believes that regular
exercise is important. She
loves to explore the outdoors
and often goes hiking or
running with friends. Which
group at school is Juana most
likely to join?
High Complexity
Develop a list of criteria that
are important when selecting
medical products for an illness
or injury.
Eric wants to lose a small
amount of body fat to become
more physically fit. Describe
two short-term goals that Eric
can set and how they would
achieve weight loss in a
healthy way.
What is one reason someone

might choose a generic-brand
medication instead of a namebrand medication?
Which action should you take
to show a classmate you are
interested in what he or she is
saying about a personal
health concern?
29
GUIDELINES FOR ITEM WRITERS

Floridas health item writers must have a comprehensive knowledge of the assessed
health curriculum and a strong understanding of the cognitive abilities of the students
taking the test. Item writers should know and respect the guidelines established in the
Specifications as well as appreciate the spirit of developing test content that allows
students to perform at their best. Item writers are also expected to use their best
judgment in writing items that measure the health benchmarks of the NGSSS without
introducing extraneous elements that may interfere with the tests validity.
Item writers for the Florida Health Item Bank must submit items in a particular format
and must include the following information about each item. Because items are rated by
committees of Florida educators following submission to the LEA, familiarity with the
directions for rating items would prove useful to all item writers.
Format
Item writers must submit items in the agreed-on template. All appropriate
sections of the template should be completed before the items are
submitted.
Sources
Item writers are expected to provide sources for all graphics included in
the item. Acceptable sources for graphics are public domain sources that
do not require copyright fees for use. Original photos of students must be
accompanied by a completed permission form.
Correct Response
Multiple-Choice Items: Item writers must indicate which option is the

correct answer.
Constructed-Response Items: Item writers must provide a scoring rubric
that includes the required ideas/wording that must be present for each
score point.
Technology-Enhanced Items: Item writers must provide a scoring rubric
that describes the required actions that students must perform for each
score point.
Performance Tasks: Item writers must provide a scoring rubric that clearly
delineates the properties of the task that must be present for each score
point.
Option Rationales
Multiple-Choice Items: All options of a multiple-choice item must be

accompanied by a rationale.
For the correct option (key), the rationale must state why the option is
correct based on the health benchmark being assessed.
For each incorrect option (distractor), the rationale must state why the
option is plausible and why it is incorrect based on the health benchmark
being assessed.
30
Cognitive
Complexity
Item writers are expected to evaluate their items in terms of cognitive

complexity and include this information on the item template. Items
should generally be targeted to the highest level of complexity as
appropriate to the assessed benchmark, although some benchmarks call
for items at varying levels. When this is the case, writers should take care
to cover the range of levels that are appropriate and to avoid creating
items only at the lower ranges.
Cognitive
Complexity
When submitting items, item writers must balance several factors. Item
submissions should
Electronic
Submission
include items for the benchmarks and grade levels assigned to the
item writer;
include items of varying difficulty;
include items at or above the cognitive complexity level of the
assigned benchmarks;
have an approximate balance of the correct response between the
answer choices for multiple-choice items;
have an equal balance of male and female names and include
names representing different ethnic groups in Florida;
have an equal balance of male and female students at the
appropriate grade level in stimulus and/or option photographs and
drawings; and
have an equal balance of ethnic groups in Florida represented in
stimulus and/or option photographs and drawings.
Items will be submitted directly into the Florida State Item Banking
Platform.
31
GUIDE TO THE GRADE LEVEL SPECIFICATIONS

Benchmark Classification System
Each benchmark in the NGSSS is coded with a system of numbers and letters.
The two letters in the first position of the code identify the Subject Area (e.g., HE
for Health).
The number in the second position (first number) represents the Grade Level.
The letter in the third position represents the Strand, or category of knowledge,
to which the benchmark belongs. In Health, the Florida Health Item Bank
includes three categories for the Strand.
- Strand C: Health Literacy: Concepts
- Strand B: Health Literacy: Responsible Behavior
- Strand P: Health Literacy: Promotion
The number in the fourth position of the code represents the Standard for the
benchmark.
The number in the fifth position shows the specific Benchmark that falls under
the specified Big Idea and within the Enduring Understanding.
HE.6.C.1.2
Benchmark
Describe how the physical,
mental/emotional, social, and
intellectual dimensions of health
are interrelated.
Subject
Area
Health
Grade
6
Strand
Enduring Understanding
Comprehend concepts related to
health promotion and disease
prevention to enhance health.
Conce
pts
32
Health
Grade 6
Strand 1
Standard 1
Benchmark 2
Concepts
Comprehend concepts related to health promotion and
disease prevention to enhance health.
Describe how the physical, mental/emotional, social, and
intellectual dimensions of health are interrelated.
33
Definitions of Benchmark Specifications

The Specifications documents identify how Floridas NGSSS benchmarks are assessed
in the Florida Health Item Bank at grades K8. For each benchmark assessed in health,
the following information is provided in each grade-level Specifications section.
Strand
A Strand is a broad category of knowledge within a content area in the

NGSSS. The Strands are the same for all grade levels.
Standard
Each Standard is a general statement of expected student achievement

within a Strand at each grade level in the NGSSS.
Benchmark
Benchmarks are grade-level-specific statements of expected student

achievement under each health Standard. In some cases, two or more
related benchmarks are grouped together because the assessment of one
benchmark necessarily addresses another benchmark. Such groupings
are indicated in the benchmark statement.
Clarification
The clarification statement explains how the achievement of the

benchmark will be demonstrated by students for each specific item type.
Clarification statements explain what the student will do when responding
to items of each type.
Content Focus
The content focus defines the specific content measured by each health
item.
Content Limits
The content limits define the scope of content knowledge that will be
assessed (e.g., specific elements that can be compared or contrasted)
and in some cases indicate areas of the benchmark that will not be
assessed. For some benchmarks, additional information is provided to
clarify specific directions in developing test items.
Stimulus
Attributes
Stimulus attributes define the types of stimuli that will be used in the
development of items, including appropriate context or content suitable for
assessing the particular benchmark.
Distractor
Attributes
The distractor attributes for multiple-choice items give specific descriptions

of the distractors for items at each grade level.
Sample Items
Sample items that assess each benchmark are provided at each grade
level for each acceptable item format. The sample items are presented in
a format similar to those on the test, and the correct answer or scoring
rubric for each sample item is provided.
34
35
SPECIFICATIONS
FOR
GRADE 6
36
37
Standard: LAFS.6.RI.3.8
Strand: Writing
Cluster: 3. Integration of Knowledge and Ideas
Standard: LAFS.6.RI.3.8: Trace and evaluate the argument and specific claims in a text,
distinguishing claims that are supported by reasons and evidence from claims that are not.
Clarification: Identify claims that are and are not supported by evidence.
Performance Level Descriptor: To demonstrate proficiency, students will identify claims in a
text and describe their evidence and reasoning.
Content Focus: Criticizing health texts.
Content Limits: Topics may include, but are not limited to, the following:
Hygiene
Illness/chronic illness
Environmental health
Physical/social/emotional health and fitness
Nutrition
Vaccinations
Safety
Substance abuse
Sexually transmitted infections
Bullying
Family health and heredity
Communicable disease
Recommended DOK Level: Moderate

Item Types:
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
38
Each item will have four options.

Options can appear as photographs, illustrations, single words, or short phrases and
sentences.
Standard: LAFS.6.W.1.1
Strand: Writing
Cluster: 1. Text Types and Purposes
Standard: LAFS.6.W.1.1: Write arguments to support claims with clear reasons and relevant
evidence.
Clarification: Write an argument on a health position.
Performance Level Descriptor: To demonstrate proficiency, students will write an argument
on a health position using clear and concise reasons and evidence as support.
Content Focus: Writing about health topics
Hygiene
Illness
Nutrition
Vaccinations
Safety
Substance abuse
Bullying

Item Types:
39
Standard: LAFS.6.SL.2.5
Strand: Speaking and Listening
Cluster: 2. Presentation of Knowledge and Ideas
Standard: LAFS.6.SL.2.5 Include multimedia components (e.g., graphics, images, music,
sound) and visual displays in presentations to clarify information.
Clarification: Create or describe graphical support for health information.
Performance Level Descriptor: To demonstrate proficiency, students will create or describe
graphics or images that may be used to support health information.
Content Focus: Supporting health information
Hygiene
Illness
Nutrition
Vaccinations
Safety
Substance abuse
Bullying

Item Types:
40
Constructed Response
Performance Task
Standard: LAFS.68.WHST.2.6
Strand: ELA Literacy - Writing
Cluster: 2. Production and Distribution of Writing
Standard: LAFS.68.WHST.2.6 Use technology, including the Internet, to produce and publish
writing and present the relationships between information and ideas clearly and efficiently.
Clarification: Uses the computer and/or Internet to produce a paragraph or short essay on a
health-related topic.
Performance Level Descriptor: To demonstrate proficiency, students will use the computer
and/or research on the Internet to write a short essay on a health-related topic.
Content Focus: Computers used to write for health
Content Limits: Students must be provided a specific topic when instructed to research on the
Internet. Topics may include, but are not limited to, the following:
Hygiene
Illness
Nutrition
Vaccinations
Safety
Substance abuse
Bullying

Item Types:
Performance Task
41
Standard: MAFS.6.SP.1.1
Strand: Statistics and Probability
Cluster: 1. Develop understanding of statistical variability.
Standard: MAFS.6.SP.1.1 Recognize a statistical question as one that anticipates variability in
the data related to the question and accounts for it in the answers. For example, "How old am
I?" is not a statistical question, but "How old are the students in my school?" is a statistical
question because one anticipates variability in students ages.
Clarification: Recognize statistical questions.
Performance Level Descriptor: To demonstrate proficiency, students will identify statistical
questions to be asked in health-related studies.
Content Focus: Statistics in health
Content Limits: Statistical topics may include, but are not limited to, the following:
Ages of individuals
Rates of infection/pregnancy
Rates of bullying/reporting of bullying
Physical fitness data
Nutritional data
Social health data
Emotional health data
Gender populations data
Disease prevalence and incidence data
Heredity

Item Types:
Multiple Choice
42

sentences.
Standard: MAFS.6.SP.1.2 Understand that a set of data collected to answer a statistical
question has a distribution which can be described by its center, spread, and overall shape.
Clarification: Use statistical data.
Performance Level Descriptor: To demonstrate proficiency, students will identify the
distribution of statistical data to describe health patters and information.
Ages of individuals
Nutritional data
Social health data
Heredity

Item Types:
Multiple Choice

sentences.
43
Benchmark: HE.6.C.1.1
Strand: Concepts
Standard: 1. Comprehend concepts related to health promotion and disease prevention to
enhance health.
Benchmark: HE.6.C.1.1 Identify the effects of healthy and unhealthy behaviors on personal
health.
Clarification: Identify ways personal health is affected by healthy and unhealthy behaviors.
Performance Level Descriptor: To demonstrate proficiency, students will be able to identify
healthy and unhealthy behaviors and their impact on personal health.
Content Focus: Healthy and unhealthy behaviors
Content Limits: Healthy and unhealthy behaviors should include, but are not limited to, the
following:
Healthy behaviors:
- Getting adequate sleep
- Getting adequate exercise
- Weight management
- Eating a balanced diet/portion control
- Staying hydrated
- Proper hygiene
- Managing conflict and relationships with family and peers
Unhealthy behaviors:
- Drug and alcohol use
- Poor diet, lack of hydration
- Lack of sleep
- Lack of activity (e.g. physical, recreational, life style)
- Poor hygiene
- Poor social skills/inability to manage relationships with family and peers
44
Item Types:
Multiple Choice

Options will appear as illustrations, photos, short phrases, or single words.
All options will appear vertically.
Distractors may include, but are not limited to:
Photographs, illustrations, or descriptions of healthy or unhealthy behaviors unrelated to

the one referenced in the stem
Photographs, illustrations, or descriptions of students engaging in activities unrelated to
healthy or unhealthy behaviors
Effects of behaviors beyond or unrelated to those targeted in the stem
Sample Multiple-Choice Item:

Item Stem:
Noah decides to sleep for only four hours each night. How will this choice affect his performance
in school?
A.
*B.
He will have trouble relaxing.

He will have trouble concentrating.
C.
He will have extra time to spend in class.
D.
He will have less time to complete his homework.
45
Sample Short Constructed-Response Item:

Prompt:
Danielle eats large portions of high sugar and high fat foods at every meal. She also does not
exercise regularly.
List two long-term effects of her unhealthy diet and lack of exercise.
Exemplar Response:
One effect is that she can gain weight when she doesnt want to. Another is that she would be
less physically fit.
Item Rubric
2 points
The student correctly identifies two effects of overeating and poor exercise. These
include, but are not limited to, the following:
Weight gain
Decrease in physical endurance
Imbalance of nutrients
Feel depressed/negative emotional impact
Lack of energy
1 point
The student correctly identifies one negative effect of overeating and poor
exercise with a missing or incorrect effect.
0 points
The response indicates inadequate or no understanding of the concept needed to
answer the item. The student may have written on a different topic or written
I dont know.
46
Strand: Concepts
enhance health.
Benchmark: HE.6.C.1.2 Describe how the physical, mental/emotional, social, and intellectual
dimensions of health are interrelated.
Clarification: Identify and describe how aspects of physical, mental/emotional, social, and
intellectual health can affect one another.
Performance Level Descriptor: To demonstrate proficiency, students will identify and describe
the relationship between the physical, mental/emotional, social, and intellectual dimensions of
health.
Content Focus: Physical, mental/emotional, social, and intellectual dimensions of health
Content Limits: Dimensions of health should include, but are not limited to, the following:
Sleep effects on school performance, health, relationships, stamina

Stress effects on fitness, diet, health, relationships, stamina, school performance
Diet effects on health and fitness, stamina
Peer relationships on school performance, health, stress, diet
Substance abuse on school performance, health, stress, relationships, fitness

Item Types:
Multiple Choice

47
Photographs, illustrations, or descriptions of activities unrelated to dimensions of health

given above
Photographs, illustrations, or descriptions of students engaging in activities or effects of
activities unrelated to the specific dimension of health referenced in the stem

Item Stem:
John performed well on his math test during his first class of the day. Which action helped his
performance?
*A.
He participated in a study group with friends.
B.
He spent the night playing video games.
C.
He studied for 10 minutes in homeroom.
D.
He had an unhealthy breakfast.

Prompt:
Theresa has been very stressed at school lately and her appetite has greatly decreased. She
only eats a few crackers and soda each day during lunch.
Describe two ways that stress and a poor diet will affect Theresas performance during the
school day.
Exemplar Response:
Theresa might have trouble paying attention and might not perform well at school.
Item Rubric
2 points
The student correctly identifies two effects of a poor diet and stress on school
performance. These effects include, but are not limited to, the following:
Lack of attention
Lack of alertness
Poor attitude/bad mood
Conflict with classmates or teachers
Inability to perform school work well
Poor attendance
1 point
The student correctly identifies one negative effect of a poor diet and stress on
school performance.
0 points
The response indicates inadequate or no understanding of the concept needed
to answer the item. The student may have written on a different topic or written
I dont know.
48
Strand: Concepts
enhance health.
Benchmark: HE.6.C.1.3 Identify environmental factors that affect personal health.
Clarification: Name or identify environmental factors that affect health.
Performance Level Descriptor: To demonstrate proficiency, students will identify various
environmental factors that positively and negatively affect health.
Content Focus: Environmental health
Content Limits: Environmental factors should include, but are not limited to, the following:
Weather conditions
Temperature
Tobacco smoke
Daylight hours
Cleanliness of home
Access to park, yards, or areas for fitness
Access to sidewalks or hazard-free roads for commuting
Environmental (green) factors: air quality, food quality
Recommended DOK Level: Low

Item Types:
Multiple Choice

Photographs, illustrations, or descriptions of non-environmental factors that have an

impact on health (positively or negatively)
activities/factors unrelated to the factor referenced in the stem
49

Item Stem:
On a hot day, what is one way to prevent heat exhaustion during physical activity?
*A.
Drinking plenty of water
B.
Putting on sunscreen
C.
Running faster
D.
Wearing a hat

Prompt:
LaToyas town is experiencing very hot weather. The temperature is 100 degrees Fahrenheit.
Describe two ways that LaToya could be harmed by the heat and sun if she doesnt take steps
to stay healthy.
Exemplar Response:
LaToya could get dehydrated easily. She could also get a bad sunburn.
Item Rubric
2 points
The student correctly identifies two negative effects of high temperatures and
sun on personal health. These effects include, but are not limited to, the
following:
Sunburn
Heatstroke/heat exhaustion
Dehydration
Lightheaded/confused/disoriented
Skin cancer
1 point
The student correctly identifies one negative effect of heat and sun on personal
health with a missing or incorrect effect.
0 points
I dont know.
50
Strand: Concepts
enhance health.
Benchmark: HE.6.C.1.4 Identify health problems and concerns common to adolescents
including reproductive development.
Clarification: Identify common health problems of adolescents including reproductive issues.
common adolescent health problems including reproductive issues.
Content Focus: Adolescent health issues
Content Limits: Adolescent health concerns should include, but are not limited to, the
following:
Acne
Eating disorders
Physical development (e.g., changes in body at different times and reproductive
development)
Self-image/body image
Hygiene

Item Types:
Multiple Choice

Photographs, illustrations, or descriptions of health concerns unrelated to adolescents

(related to other age groups such as babies, toddlers, and the elderly)
Photographs, illustrations, or descriptions of health concerns or their effects unrelated to
what is referenced in the stem
51

Item Stem:
Which health problem is common in teenagers?
*A.
Acne
B.
Asthma
C.
Diabetes
D.
Heart disease

Prompt:
List two eating disorders that are common among teenagers.
Exemplar Response:
Two eating disorders that teens can get are anorexia and bulimia.
Item Rubric
2 points
The student correctly identifies two eating disorders. Eating disorders may
Anorexia
Bulimia
Binge eating disorder
1 point
The student correctly identifies one eating disorder.
0 points
I dont know.
52
Strand: Concepts
enhance health.
Benchmark: HE.6.C.1.5 Explain how body systems are impacted by hereditary factors and
infectious agents.
Clarification: Identify and describe the impact of infectious diseases and hereditary factors on
the body.
how the body is impacted by illness and genetic factors.
Content Focus: Hereditary factors and infectious diseases
Content Limits: Hereditary factors and infectious diseases should include, but are not limited
to, the following:
Illnesses and body symptoms: cold, flu, stomach virus, strep throat, chicken pox, lice,
viruses, fatigue, chills, fever, pain, swelling, itching, vomiting
Genetic factors: genetic diseases and disease symptoms (e.g., cystic fibrosis, sickle cell
anemia)

Item Types:
Multiple Choice

Photographs, illustrations, or descriptions of impacts to the body not caused by genetic

factors or illnesses/diseases
Photographs, illustrations, or descriptions of genetic factors/illnesses/diseases or bodily
impacts unrelated to the one referenced in the stem
53

Item Stem:
Which body illness is an infectious disease?
A.
Heart disease
B.
Liver disease
C.
Diabetes
*D.
Flu

Prompt:
Explain two ways sickle cell anemia affects the body.
Exemplar Response:
Sickle cell anemia makes your red blood cells a crescent shape. It can also cause fevers and
bone pain.
Item Rubric
2 points
The student correctly identifies two consequences of sickle cell disease. These
Different type of hemoglobin
Red blood cells are odd/crescent/sickle shape
Symptoms of a sickle cell crisis:
Fever
Bone pain
Breathlessness
Paleness
Rapid heart rate
Fatigue
Delayed growth/puberty
1 point
The student correctly identifies one effect of sickle cell disease with a missing or
incorrect impact.
0 points
I dont know.
54
Strand: Concepts
enhance health.
Benchmark: HE.6.C.1.6 Examine how appropriate health care can promote personal health.
Clarification: Identify and describe ways that health care promotes personal health.
how health care promotes personal health.
Content Focus: Health care promotes health
Content Limits: Appropriate health care should include, but are not limited to, the following:
Visits to providers:
-
Dentist
Eye doctor
Medical doctor
Counselor
School nurse
Health care practices:

-
Bathing
Brushing teeth
Exercise
Proper rest
Healthy eating

Item Types:
Multiple Choice
55

Item Stem:
Which action helps promote physical activity?
A.
Eating fruits and veggies
B.
Getting proper rest
*C.
Playing sports
D.
Brushing teeth

Prompt:
Identify two ways that regular dentist checkups can promote healthy teeth.
Exemplar Response:
Regular dentist checkups can help you keep your teeth healthy by helping to stop cavities and
also to alert you to problems even if you dont feel pain yet.
Item Rubric
2 points The student correctly identifies two ways regular dental visits can promote healthy
teeth. Ways checkups promote healthy teeth may include, but are not limited to, the
following:
Prevent toothaches
Prevent cavities
Prevent plaque build-up
Fill cavities
Check for gum disease
Find other problems you are not aware of
Can get dental supplies like toothbrushes or floss
1 point
The student correctly identifies one way regular dental visits can promote healthy
teeth with a missing or incorrect impact.
0 points The response indicates inadequate or no understanding of the concept needed to
answer the item. The student may have written on a different topic or written I dont
know.
56
Strand: Concepts
enhance health.
Benchmark: HE.6.C.1.7 Recognize how heredity can affect personal health.
Clarification: Identify ways that heredity has an impact on personal health.
Performance Level Descriptor: To demonstrate proficiency, students will identify how heredity
impacts health.
Content Focus: Heredity and health
Content Limits: Ways heredity has an impact on personal health should include, but are not
limited to, the following:
Height
Weight
Disease (e.g., heart disease, diabetes, sickle cell disease)
Longevity
Vision

Item Types:
Multiple Choice

Photographs, illustrations, or descriptions of aspects of health unrelated to heredity

Photographs, illustrations, or descriptions of students or impacts of heredity unrelated to
57

Item Stem:
Which heredity factor affects personal health?
A.
Eye color
B.
Ear shape
C.
Hair texture
*D.
Blood pressure

Prompt:
List two aspects of your physical health that are inherited from your family.
Exemplar Response:
Certain diseases like diabetes can be inherited from family. Someone could also be more likely
to have a similar weight as their parents.
Item Rubric
2 points
The student correctly identifies two hereditary impacts on personal health. These
impacts include, but are not limited to, the following:
Height
Weight
Disease (e.g., heart disease, diabetes, sickle cell disease)
Longevity
Vision
1 point
The student correctly identifies one impact of heredity on personal health with a
0 points
I dont know.
58
Strand: Concepts
enhance health.
Benchmark: HE.6.C.1.8 Examine the likelihood of injury or illness if engaging in unhealthy/risky
behaviors.
Clarification: Identify and describe the consequences of unhealthy or risky behaviors.
and describe the consequences (e.g., injury or illness) of unhealthy/risky behaviors.
Content Focus: Unhealthy and risky behaviors
Content Limits: Unhealthy behaviors and their consequences should include, but are not
No helmet and bike injury

No seat belt and car injury
Poor nutrition and obesity/malnourishment
Tobacco use and lung disease
Unprotected sex and disease
Substance abuse and illness/injury

Item Types:
Multiple Choice

Photographs, illustrations, or descriptions of non-risky or healthy behaviors or effects

Photographs, illustrations, or descriptions of students engaging in unhealthy or risky
behaviors or their effects that are unrelated to the behavior or effect referenced in the
stem
59

Item Stem:
Which condition could be a result of smoking?
A.
Increased energy
B.
Strong muscles
C.
Concentration
*D.
Bad breath

Prompt:
Describe two reasons it is a good idea to wear a seat belt in case you are in an accident.
Exemplar Response:
If you dont wear a seat belt, you are more likely to get injuries that could kill you. You also could
get thrown out of the car.
Item Rubric
2 points
The student correctly identifies two results of wearing a seat belt in a car
accident. These include, but are not limited to, the following:
Reduces chances of hitting ones head/can prevent some head and neck
injuries
Stops you being ejected from the car
Injuries more likely to be non-fatal/serious
1 point
The student correctly identifies one result of not wearing a seat belt with a
0 points
I dont know.
60
Strand: Concepts
Standard: 2. Analyze the influence of family, peers, culture, media, technology, and other
factors on health behaviors.
Benchmark: HE.6.C.2.1 Examine how family influences the health of adolescents.
Clarification: Identify and describe how family influences adolescent health.
how family influences personal health.
Content Focus: Family influences
Content Limits: Family influences should include, but are not limited to, the following:
Family rules
Family exercise/physical activity
Family meals
Family routines
Family chores
Family values and practices
Family culture
Family type (nuclear, extended, blended, single parent)

Item Types:
Multiple Choice

Photographs, illustrations, or descriptions of routines, structures, and influences not

related to the family
Photographs, illustrations, or descriptions of family influences not referenced in the stem
Photographs, illustrations, or descriptions of routines, structures, family influences, etc.,
that do not have an effect on personal health
61

Item Stem:
What is one way parents can teach children to eat healthy?
*A.
Planning balanced dinner menus
B.
Throwing away leftover food
C.
Eating large portion sizes
D.
Buying food in bulk

Prompt:
Mike helps his dad clean the house once a week.
Describe two ways this habit helps Mike stay healthy.
Exemplar Response:
Cleaning the house together could help Mike and his dad become closer because they spend
time together. It also adds structure to Mikes life, which is good for him emotionally.
Item Rubric
2 points
The student correctly describes two consequences of Mike and his father
cleaning the house together. These include, but are not limited to, the following:
Family bonding
Reduces germs
Sense of responsibility/helping/contributing to the family
Gives a routine
Lessens depression
Fitness/physical activity
1 point
The student correctly describes one consequence with a missing or incorrect
impact.
0 points
I dont know.
62
Strand: Concepts
Benchmark: HE.6.C.2.2 Examine how peers influence the health of adolescents.
Clarification: Identify and describe how peers influence adolescent health.
how peers influence personal health.
Content Focus: Peer Influence
Content Limits: Peer influences should include, but are not limited to, the following:
Smoking
Drug use
Alcohol use
Sports
Food choices
School performance
Peer pressure

Item Types:
Multiple Choice

Options will appear either as illustrations, photos, short phrases, or single words.
Photographs, illustrations, or descriptions of non-health-related effects of peer influence

Photographs, illustrations, or descriptions of effects or types of peer influence not
referenced in the stem
63

Item Stem:
What can Mia do with her friends that will help them be socially healthier?
*A.
Start a weekly game night together
B.
Go to the mall and eat fast food meals
C.
Sneak out late at night to spend time together
D.
Wear new clothes that are popular and trendy

Prompt:
Marisa tells Gabby about how much she likes her soccer team. Gabby decides to join the same
team.
Describe two ways this helps Gabby be healthier.
Exemplar Response:
It will help her because playing soccer will make her muscles stronger and it will make her
happier to spend more time with Marisa.
Item Rubric
2 points
The student correctly identifies two benefits of Gabby joining her friends soccer
team. These benefits can include, but are not limited, to the following:
Friend bonding
Routine
Sense of responsibility/helping/contributing to the team
Better endurance
Stronger muscles
Learn new skills, rules, strategies
1 point
The student correctly identifies one benefit of Gabby joining her friends soccer
team.
0 points
I dont know.
64
Strand: Concepts
Benchmark: HE.6.C.2.3 Identify the impact of health information conveyed to students by the
school and community.
Clarification: Identify types of health information conveyed to students by the school and
community.
Performance Level Descriptor: To demonstrate proficiency, students will identify various types
of health information conveyed by school and community members.
Content Focus: Health information
Content Limits: Health information should include, but are not limited to, the following:
First aid
Just say no to drugs and alcohol
Food groups/MyPlate
Cleanliness rules (e.g., wash hands, throw out used tissues)
Weather safety (e.g., storm alerts, temperature)
Food labels
Traffic safety

Item Types:
Multiple Choice

Options will appear as illustrations, photos, short phrases or single words.
Photographs, illustrations, or descriptions of health information not referenced in the

stem
Photographs, illustrations, or descriptions of non-health information conveyed to
students by the school and community
Photographs, illustrations, or descriptions of health information not conveyed to students
by the school and community
65

Item Stem:
What health information is commonly posted at community pools?
A.
Stay hydrated
B.
Wear sunscreen
C.
Cover open wounds
*D.
Shower before entering

Prompt:
Describe two ways that the community provides health information to individuals.
Exemplar Response:
Restaurants in the community can post the nutrition information of food choices. A community
can have a health fair.
Item Rubric
2 points
The student correctly describes two ways that the community can provide health
information. These can include, but are not limited to, the following:
Food nutrition information
Health fair
Health information fliers
Health information and product commercials/advertisements
1 point
The student correctly describes one way that the community can provide health
information.
0 points
I dont know.
66
Strand: Concepts
Benchmark: HE.6.C.2.4 Investigate school and public health policies that influence health
promotion and disease prevention.
Clarification: Identify and describe school and public health policies that influence health
school and public health policies that influence health.
Content Focus: School and public health policies
Content Limits: School and public health policies should include, but are not limited to, the
following:
Fitness reports for students

School zone speeding laws
School district wellness policies
Helmet laws
First aid/CPR guidelines
Classroom rules/safety
Medical guidelines (head lice, administration of meds, allergies)
Immunizations
Health (hearing/vision, scoliosis screenings)

Item Types:
67

Prompt:
Describe two ways that schools and community can help keep students safe when they walk to
school.
Exemplar Response:
They can have speed limits so cars dont go too fast, and they can have school crossing guards.
Item Rubric
2 points
The student correctly identifies two ways that a community and schools can help
keep students safe. Responses may include, but are not limited to, the following:
Crossing guards
Speed limits
Cross-walk signs/traffic lights
Sidewalks
1 point
The student correctly identifies one way that a community and schools can help
keep students safe.
0 points
I dont know.
68
Strand: Concepts
Benchmark: HE.6.C.2.5 Examine how media influences peer and community health behaviors.
Clarification: Identify and describe the ways media can influence peer and community health
behaviors.
how media can influence health behaviors of their peers or community.
Content Focus: Media influence on health
Content Limits: Media influences should include, but are not limited to, the following:
Public service announcements (e.g., fire prevention, appropriate texting, anti-drug use)
Commercials (e.g., healthy food choices, bad food choices, inexpensive food choices)
Newspaper and magazines (e.g., food choices, self-image, fitness)
Athletes promoting fitness or healthy diets
Social media (e.g., cyber bullying, health alerts)

Item Types:
Multiple Choice

Photographs, illustrations, or descriptions of aspects of media influences not referenced

in the stem
Photographs, illustrations, or descriptions of aspects of media influence not related to
health behaviors
Photographs, illustrations, or descriptions of media influence or health behaviors not
impacting peers or the community
69

Item Stem:
Jordan sees television advertisements showing athletes consuming certain sports drinks. What
influence will these advertisements have on Jordan?
A.
The number of times Jordan drinks a sports drink each week
B.
The availability of sports drinks at Jordans school
*C.
The type of sports drink that Jordan buys
D.
The price of sports drinks at local stores

Prompt:
Describe two ways a company might use a magazine advertisement to convince you their
product is good for you.
Exemplar Response:
One thing a company might do in an ad to show a product is good for you is to show lots of
happy people using their product. Also, they might get famous people to say how good their
product is.
Item Rubric
2 points
The student correctly identifies two techniques the media uses to convince
buyers that products are good for them. These can include, but are not limited to,
the following:
Testimonials from athletes/celebrities
Testimonials from doctors or medical professionals
Quoting research studies
Showing it will make you happy or feel good
1 point
The student correctly identifies one technique the media uses to convince buyers
that products are good for them.
0 points
I dont know.
70
Strand: Concepts
Benchmark: HE.6.C.2.6 Propose ways that technology can influence peer and community
health behaviors.
Clarification: Describe types of technology and the ways in which they can have an impact on
health.
Performance Level Descriptor: To demonstrate proficiency, students will describe or explain
types of technology that impact physical or social health.
Content Focus: Technology and community behaviors
Content Limits: Technology should include, but are not limited to, the following:
Heart-rate monitors
Pedometers
Internet
Social networking
Video games (e.g., fitness)
Television
Thermometer
Blood pressure monitor
Diabetes blood sugar detector
Defibrillators

Item Types:

Prompt:
Describe one way the Internet can have a positive effect on a persons social or emotional
health.
Then, describe one way the Internet can negatively affect a persons social or emotional health.
Exemplar Response:
One way the Internet can help a persons social health is to help them talk with friends on
instant messaging. One way it can hurt a persons social health is that people can be bullied
online.
71
Item Rubric
2 points
The student correctly identifies one way technology can impact an individual
from each section:
Positive impacts of the Internet on social/emotional health
Talk/connect with friends/peers/others
Chat rooms, instant messaging, message boards, forums, get advice
Chat rooms, instant messaging, message boards, forums
Find others who share the same interests
Chat rooms, message boards, websites
Negative impacts of the Internet on social/emotional health
People can feel isolated/ stop making friendships or experiences in realtime or in real-life
Internet/cyber bullying, get bad advice
Less time for family, friends, etc.
1 point
The student correctly identifies one way technology can impact an individual.
0 points
I dont know.
72
Strand: Concepts
Benchmark: HE.6.C.2.7 Investigate cultural changes related to health beliefs and behaviors.
Clarification: Describe cultural changes related to health beliefs and behaviors.
Performance Level Descriptor: To demonstrate proficiency, students will describe cultural
changes related to health beliefs and behaviors.
Content Focus: Cultural changes
Content Limits: Cultural changes should include, but are not limited to, the following:
School breakfast programs

Fast food menus
Nutritional guidelines for snack machines and cafeteria
Fitness programs

Item Types:
Sample Short Constructed Response Item:

Prompt:
In recent years there has been an increased effort to improve the health of citizens and
students.
Think about your school and your community. Describe two examples of changes that have
taken place to help improve overall fitness.
Exemplar Response:
There are more family fitness walks and there are healthier food choices in the cafeteria.
73
Item Rubric
2 points
The student correctly describes two correct responses, including, but not limited
to, the following:
Fitness programs
Fast food restaurants have fruit instead of French fries
Fast food restaurants serve salads
Schools offer breakfast programs and before and after school snacks
Student fundraising products
1 point
The student correctly describes one correct response.
0 points
The student is unable to perform the task, does not understand how to complete
the task, or unsuccessfully completes the task.
74
Strand: Concepts
Benchmark: HE.6.C.2.8 Determine how social norms may impact healthy and unhealthy
behavior.
Clarification: Identify and describe the ways that social norms can have an impact on individual
health choices.
how social norms and behaviors impact health.
Content Focus: Social norms
Content Limits: Social norms and their impacts on health should include, but are not limited to,
the following:
Choosing an after-school snack (e.g., choosing chips instead of an apple)

Driving instead of riding bike (e.g., impacts physical health)
Washing hands (e.g., keeping body healthy and clean)
Obeying rules and laws (e.g., wearing seat belt, bicycle safety)
Disposing of trash (e.g., keeping environment clean)
Recycling (e.g., protecting the environment)
Having meal times/meals (e.g., breakfast, lunch, dinner)
Getting adequate sleep
Having social skills (e.g., not talking with strangers, cooperating with friends, sharing
with classmates)

Item Types:
Multiple Choice

75
Photographs, illustrations, or descriptions of non-health-related social norms

Photographs, illustrations, or descriptions of social norms in situations that do not have
an impact on individual health choices
Photographs, illustrations, or descriptions of social norms or health choices not
referenced in the item stem

Item Stem:
Jamies school offers free breakfast to every student. What is one way eating breakfast every
morning affects your health?
A.
*B.
It helps you sleep well

It gives your body energy
C.
It makes you feel confident
D.
It makes your body gain weight.

Prompt:
In Sams neighborhood, his neighbors leave their garbage bags and recycling on the sidewalk
several nights before trash day. Sam worries that this is dangerous; he always sees a lot of
cans and bottles lying around before the collection truck comes.
Explain a situation when this could be dangerous to Sam or others in his neighborhood and tell
why it is dangerous.
Exemplar Response:
Leaving trash bags on the sidewalk is dangerous to Sam because he could trip on them when he
goes to school in the morning or when he comes home. This could cause injury to Sam or others.
Item Rubric
2 points
The student correctly identifies a situation that could be dangerous and explains
why it is dangerous. These can include, but are not limited to, the following:
Tripping over the trashcause injury
Animals drawing near the trash
Possible injury or spread of disease
Neighborhood cleanliness
1 point
The student correctly identifies a situation that could be dangerous.
0 points
I dont know.
76
Strand: Concepts
Benchmark: HE.6.C.2.9 Identify the influence of personal values and beliefs on individual
health practices and behaviors.
Clarification: Identify and describe the ways that personal values and beliefs can have an
impact on ones ability to make healthy choices.
ways that personal values or beliefs have an impact on ones choice of health practices or to
engage in healthy/unhealthy behaviors.
Content Focus: Beliefs and healthy behaviors
Content Limits: The influence of personal values and beliefs on individual health practices and
behaviors should include, but are not limited to, the following:
General safety:
- Wearing a seatbelt/helmet/using safety equipment
- Installing smoke detectors in a home
- Medical care/Medication/Drugs, e.g.:
- Use of over-the-counter medicines
- Smoking
- Illegal drug use
- Use of prescription medication
- Yearly checkups with a physician
Lifestyle choices:
- Participating in sports
- Exercising
- Eating a healthy diet/eating out/dining in
- Having an active social life
- Watching television, etc.

Item Types:
Multiple Choice

77
Photographs, illustrations, or descriptions of beliefs/values not referenced in the stem

Photographs, illustrations, or descriptions of health practices and behaviors not
Photographs, illustrations, or descriptions of practices, behaviors, beliefs, or values that
are not related to health

Item Stem:
Juana believes that regular exercise is important. She loves to explore the outdoors and often
goes hiking or running with friends. Which group at school is Juana most likely to join?
*A.
Cross country club
B.
Basketball team
C.
Swim team
D.
Drama club

Prompt:
Identify one health belief you have about wearing safety equipment when exercising. Then,
describe how this belief affects your actions.
Exemplar Response:
I think that safety equipment should be worn at all times when riding my bike. This helps protect
me from injury.
Item Rubric
2 points
The student correctly identifies a health belief about safety equipment and
describes how it affects his or her actions. These can include, but are not limited
to, the following:
Wearing safety equipment while biking or roller-bladingprotects against
injury.
1 point
The student correctly identifies a health belief about safety equipment.
0 points
I dont know.
78
Benchmark: HE.6.B.3.1
Strand: Responsible Behavior
Standard: 3. Demonstrate the ability to access valid health information, products, and services
to enhance health.
Benchmark: HE.6.B.3.1 Examine the validity of health information and determine the cost of
health products and services.
Clarification: Examine the validity of health information, products, and services and/or
determine the cost of health products and services as related to their value in a given situation.
Performance Level Descriptor: To demonstrate proficiency, students will identify valid sources
of health information, products, and services and explain reasons for that validity or distinguish
between a product or service that gives valid information on a topic and one that does not.
Students will identify and describe the cost of health products and services to determine value.
Content Focus: Validity of health information and cost and value of health products and
services
Content Limits: Valid health information should include, but is not limited to, the following
sources:
Government agencies and reports, health organizations (e.g., the Red Cross)
Advertisements, commercials, drug companies, personal care product claims
Friends, peers, family, school, community
Hospitals, medical doctors, pharmacists, nurses
The relationship of cost and value should include, but are not limited to, the following health
products or service types:
Generic or name brand medications or home remedies

Individual fitness plan or gym membership
Recreational play or team membership or private lessons
Chronic or acute illnesses
Doctor visit or hospital visit for age appropriate illnesses or injuries

Item Types:
Multiple Choice
79

80
Photographs, illustrations, or descriptions of invalid or incorrect sources of health

information, services, or products
Photographs, illustrations, or descriptions of valid sources of non-health-related
information, services, or products
Photographs, illustrations, or descriptions of valid sources of health-related information,
services, or products not referenced in the item stem

Item Stem:
Who should you ask to find out the full health effects of smoking cigarettes?
A.
A relative who has lung disease from smoking
B.
An advertiser that describes benefits of smoking
C.
A friend who has personal experience with smoking
*D.
A medical researcher who collected health data on smoking

Prompt:
Roger is learning about his familys history of heart disease. He is not sure whether to ask his
family doctor or read a book about heart disease for more information. His teacher recommends
asking his family doctor.
Explain two reasons his doctor would be a better source than a book about heart disease.
Exemplar Response:
One reason his doctor would be a better source is that he would know more information about
his familys medical background. The other reason is that his doctor would know more about
prevention or treatments that would work well for his family.
Item Rubric
2 points
The student correctly identifies two reasons the family doctor would be the best
source. These can include, but are not limited to, the following:
Might have treated Rogers family members so can give him information
from experience
Will know of more sources to give Roger
Can provide prevention methods or treatment ideas that would work well
for Roger and his family.
1 point
The student correctly identifies one reason the family doctor would be the best
source.
0 points
I dont know.
81

Item Stem:
What is one reason someone might choose a generic-brand medication instead of a namebrand medication?
A.
*B.
Name-brand medications will consistently work better than generic brands.

Generic-brand medications will consistently cost less than name brands.
C.
Doctors will prescribe only name-brand medications for patients.
D.
Pharmacists will stock only generic brand medications.

Prompt:
List two reasons a fitness plan developed at home could be better than a gym membership for a
student who wants to improve his or her physical health.
Exemplar Response:
A home fitness plan is free and you can come up with exercises you can do anywhere without
having to go to the gym.
Item Rubric
2 points
The student correctly identifies two reasons a fitness plan developed at home is
better than a gym membership. These can include, but are not limited to, the
following:
Low cost
Can pick exercises that can be done anywhere
Can be done alone without having to ask someone for a ride
More flexibility to fit into schedule
1 point
The student correctly identifies one reason a fitness plan developed at home is
better than a gym membership.
0 points
I dont know.
82
to enhance health.
Benchmark: HE.6.B.3.2 Examine the accessibility of products and services that enhance
health.
Clarification: Identify and describe the factors that affect peoples ability to access products
and services that enhance health.
the accessibility of health products and services.
Content Focus: Accessibility of products and services
Content Limits: The accessibility of products should include, but are not limited to, the
following:
Cost
Location
Age appropriateness
Ease of use
Reputation of service
Education/Awareness
Availability of 911service

Item Types:
Multiple Choice

Photographs, illustrations, or descriptions of invalid or incorrect barriers to health

information, products, or services
Photographs, illustrations, or descriptions of barriers to accessing health information,
products, and services not referenced in the item
Photographs, illustrations, or descriptions of factors that do not affect the accessibility of
health products, services, or information
83

Item Stem:
A new procedure has been developed that will help elderly people who are progressively losing
their sight see more clearly. Jamal wants his grandfather to get the procedure because it is paid
for by the insurance company, but his grandfather is reluctant to see a new doctor.
Which is the most likely factor that made Jamals grandfather refuse the procedure?
*A.
The grandfather does not know the doctor
B.
The amount of money the procedure costs to perform
C.
The time it takes for the doctor to perform the procedure
D.
The way Jamal feels about his grandfather getting the procedure

Prompt:
Jerry hurt his leg playing sports. His doctor recommends taking a yoga class at the local gym to
help him recover.
List two reasons it might be difficult for Jerry to follow his doctors recommendation.
Exemplar Response:
It might be hard for Jerry to follow his doctors instructions because he may not have a ride to
the gym and also may not have money for the class.
Item Rubric
2 points
The student correctly identifies two barriers to access. These can include, but
High cost
- Cost of class
- Cost of gym membership
Lack of transportation
Lack of time
Amount of pain
Location of class
1 point
The student correctly identifies one barrier to access.
0 points
I dont know.
84
to enhance health.
Benchmark: HE.6.B.3.3 Investigate a variety of technologies to gather health information.
Clarification: Understand how technology is useful in gathering health information.
Performance Level Descriptor: To demonstrate proficiency, students will understand how
technology is useful in gathering health information.
Content Focus: Technologies used to gather health information
Content Limits: Technologies should include, but are not limited to, the following:
Computers/Internet
Thermometers
Cell phones
Televisions
Audio books

Item Types:
Multiple Choice
Performance Task

Item Stem:
Which technology is used to gather current information about nutrition?
*A.
Internet
B.
Television
C.
Audio book
D.
Pedometer
85
Sample Performance Task Item:

Materials:
None
Setup:
Prompt:
Say: If you had access to a computer or cell phone, tell me how you would use it to find
information pertaining to health.
Listen, watch, and record the students response.
Say: Now, Tell me another way you could use the computer or the cell phone to gather
health information.
Item Rubric
2 points
The student correctly describes two appropriate responses, including, but not
Call parents/doctor on the cell phone
Access the Internet
Download information
1 point
The student correctly describes one appropriate response.
0 points
86
to enhance health.
Benchmark: HE.6.B.3.4 Describe situations when professional health services may be
required.
Clarification: Identify professional health services that may be required for common health
needs and describe situations in which they would be needed.
situations where professional health services are required.
Content Focus: Professional health services
Content Limits: Health needs should include, but are not limited to, the following:
Severe injuries
Severe illness
Depression/stress
Fire
Substance abuse
Water accidents

Item Types:
87

Prompt:
List two emergency situations that would require professional medical care.
Exemplar Response:
Two emergency situations are choking and drowning.
Item Rubric
2 points
The student correctly identifies at least two emergency situations. These can
Choking
Bleeding
Diabetic coma
Seizures
Drowning
Shock
Burns
Severe allergic reactions
Asthma attack
Bites/stings
Broken bones
1 point
The student correctly identifies one emergency situation.
0 points
I dont know.
88
Standard: 4. Demonstrate the ability to use interpersonal communication skills to enhance
health and avoid or reduce health risks.
Benchmark: HE.6.B.4.1 Determine strategies to improve effective verbal and nonverbal
communication skills to enhance health.
Clarification: Identify and describe ways to enhance communication skills to improve health.
ways to improve communication skills.
Content Focus: Communication skills, refusal skills, and negotiation
Content Limits: Positive communication, refusal, and negotiation skills should include, but are
not limited to, the following:
Nonverbal: listening, showing physical distress signs, using hand gestures (e.g.,
pointing), making eye contact
Verbal: saying no, listing alternatives, calling an adult or mediator, explaining calmly,
acknowledging or validating other person
Strategies: peer mediation, group discussions, role-playing, individual counseling,
assertive communication

Item Types:
Multiple Choice

Photographs, illustrations, or descriptions of communication, refusal, or negotiation skills

not referenced in the stem
Photographs, illustrations, or descriptions of unhealthy communication, refusal, or
negotiation skills
Photographs, illustrations, or descriptions of skills unrelated to communication, refusal,
or negotiation
89

Item Stem:
Which action should you take to show a classmate you are interested in what he or she is
saying about a personal health concern?
*A.
Listen carefully
B.
Whisper to a friend
C.
Look around the room
D.
Draw on a piece of paper
Sample Short Constructed-Response Item

Prompt:
Dave likes roast beef but doesnt like green beans. Daves father forgot his preferences and
made roast beef and green beans for dinner. Dave got upset and said he wouldnt eat his
dinner.
List two actions Dave could have taken to respectfully let his father know why he was upset.
Exemplar Response:
Dave could have spoken calmly and asked if he could not eat the beans.
Item Rubric
2 points
The student correctly identifies two appropriate actions. These can include, but
Talk to his father calmly and remind him that he dislikes green beans
Offer to compromise/suggest a different vegetable the next day
Thank his father for making one thing he liked
Ask to be excused
1 point
The student correctly identifies one appropriate action.
0 points
I dont know.
90
Benchmark: HE.6.B.4.2 Practice refusal skills and negotiation skills to reduce health risks.
Clarification: Demonstrate ways to reduce health risks and refuse or report unsafe, unhealthy,
or unwanted situations.
Performance Level Descriptor: To demonstrate proficiency, students will demonstrate ways to
refuse or report unsafe, unhealthy or unwanted situations and reduce risks to personal health.
Content Focus: Refusal, negotiation, and collaboration skills
Content Limits: Refusal and negotiation skills should include, but are not limited to, the
following:
Using direct statements (e.g., saying no or stop)

Telling or reporting to a trusted adult or teacher or health professional
Working together
Compromising
Explaining the danger
Unwanted or unsafe situations may include:
- Bullying (e.g., classmates, cyber bullying)
- Using drugs or alcohol
- Not following proper safety procedures
- Breaking other rules in place for safety
Using negotiation skills
Role-playing

Item Types:
Performance Task
91

Materials:
None
Setup:
The assessment administrator stands or sits across from the student.
Prompt:
Say: Show me two ways to refuse someone who wants you to do an activity that you
know is dangerous.
Item Rubric
2 points
The student correctly demonstrates two refusal skills. The demonstrations should
include, but are not limited, to the following:
Saying no
Explaining the danger
Walking away
1 point
The student correctly demonstrates one refusal skill.
0 points
92
Benchmark: HE.6.B.4.3 Demonstrate effective conflict management and/or resolution
strategies.
Clarification: Demonstrate or describe effective conflict management and/or resolution
strategies.
Performance Level Descriptor: To demonstrate proficiency, students will demonstrate or
describe resolution strategies and ways to manage conflict.
Content Focus: Conflict management and resolution strategies
Content Limits: Conflict management and resolution strategies should include, but are not
Using good listening skills

Telling a trusted adult
Apologizing for mistakes/poor behavior (verbal or writing a letter/note)
Controlling anger
Using resolution behaviors (e.g., shaking hands, making eye contact)
Role-playing
Walking away

Item Types:
Extended Constructed Response

Performance Task
Sample Extended Constructed-Response Item:

Prompt:
Explain a time when you had to solve a conflict between yourself and another person.
A.
Describe the situation and what you did to solve it.
B.
Explain whether or not your solution worked.
C.
Suggest one thing you could have done differently.
D.
Explain whether this change would have made the situation better or worse.
93
Exemplar Response:
One time I had to solve a conflict was when I argued with my sister over what to eat at the mall
and I made her get the snack that I wanted. It worked because we stopped fighting, but she
stopped talking to me because she was mad at me. So, I could have offered to go wherever she
wanted to first and that would have been a better way to handle the situation.
Item Rubric
4 points
The student addresses all four parts of the prompt with logical and relevant
information
3 points
The student addresses only three parts of the prompt with missing or irrelevant
information
2 points
The student addresses only two parts of the prompt with missing or irrelevant
information
1 point
The student correctly addresses only one part of the prompt.
0 points
I dont know.
Materials:
None
Setup:
Prompt:
Say: Imagine that you and a friend have gotten into an argument about something
negative that you said about your friend.
Say: Show me two actions you can take to resolve the argument with your friend.
Item Rubric
2 points
The student correctly demonstrates two conflict resolution skills. The
demonstrations should include, but are not limited, to the following:
Apologizing
Shaking hands
Using I statements
Writing an apology
1 point
The student correctly demonstrates one refusal skill.
0 points
94
Benchmark: HE.6.B.4.4 Compile ways to ask for assistance to enhance the health of self and
others.
Clarification: Identify and describe ways to ask for assistance in ways that will enhance the
health of self and/or others.
ways to ask for assistance to enhance the health of self and/or others.
Content Focus: Ask for assistance
Content Limits: Ways to ask for assistance should include, but are not limited to, the following:
Verbalizing
Writing
Asking others for help

Item Types:
Multiple Choice

Photographs, illustrations, or descriptions of unhealthy ways to ask for assistance

Photographs, illustrations, or descriptions of strategies not referenced in the item stem
95

Item Stem:
During a soccer game in PE class, Tim notices that his friend is limping. His friend doesnt want
to call attention to himself but Tim notices that his friends knee is starting to swell. What should
Tim do?
*A.
Tell the teacher
B.
Help his friend walk
C.
Get his friend a chair
D.
Find a pair of crutches

Prompt:
Describe two ways that you could ask others for help with a health-related problem.
Exemplar Response:
You could call them on the phone, or you could ask them in person.
Item Rubric
2 points
The student correctly describes two examples of ways that they could ask for
assistance. Responses may include, but are not limited to, the following:
Ask them in person
Write a note
Call on the phone
Go to the hospital / doctors office
Internet/social media
1 point
The student correctly describes one way that they could ask for assistance.
0 points
I dont know.
96
Standard: 5. Demonstrate the ability to use decision-making skills to enhance health.
Benchmark: HE.6.B.5.1 Investigate health-related situations that require the application of a
thoughtful decision-making process.
Clarification: Explore behaviors or situations that require a thoughtful decision-making process
to achieve resolution.
Performance Level Descriptor: To demonstrate proficiency, students will explore and describe
behaviors or situations that require a thoughtful decision-making process to achieve resolution.
Content Focus: Decision-making process
Content Limits: Examples of situations or behaviors requiring a thoughtful decision-making
process include, but are not limited to, the following:
Peer pressure
Exposure to unsupervised firearm
Tobacco use
Substance abuse
Bullying
Time management
Illness or injury
Proper social behaviors (manners)
Decision-making process skills
Negotiation
Assertive communication
I messages
Refusal/avoidance
Compromise
Steps: define problem, examine alternatives, consider consequences, investigate
values, decide and act, evaluate

Item Types:
Performance Task
97

Materials:
None
Setup:
Prompt:
Say: I am going to describe some situations to you. I want you to explain what you
would do in each situation. Then I want you to tell me why you decided to do that.
Your friends want you to join them in teasing a new student.
-
What action will you take?

Why did you make that decision?
Your friend wants to show you his fathers gun.

- What action will you take?
- Why did you make that decision?

Item Rubric
2 points
The student responds appropriately to both questions. The student listed an
action for each scenario and a decision for each scenario demonstrating a
thoughtful decision-making process.
1 point
The student responds appropriately to one question by listing one action and one
decision.
0 points
98
Benchmark: HE.6.B.5.2 Choose healthy alternatives over unhealthy alternatives when making
a decision.
Clarification: Identify healthy alternatives when making decisions.
Performance Level Descriptor: To demonstrate proficiency, students will identify healthy
alternatives over unhealthy alternatives when making decisions.
Content Focus: Healthy and unhealthy alternatives
Content Limits: Healthy and unhealthy alternatives should include, but are not limited to, the
following:
Healthy Alternatives
-
Use prescription drugs as intended

Being kind and respectful to others
Eating healthy
Practicing new skills
Using safety equipment
Being safe on the Internet
Unhealthy Alternatives
-
Abusing prescription drugs

Not following rules
Smoking/using alcohol
Eating unhealthy foods
Being disrespectful

Item Types:
Multiple Choice

99
Photographs, illustrations, or descriptions of alternatives not referenced in the stem

Photographs, illustrations, or descriptions of incorrect or irrelevant alternatives
Photographs, illustrations, or descriptions of incorrect choices or situations

Item Stem:
Maggie found a site on the Internet to help her learn to speak French. The reviews on the site all
say it is very helpful. To join the site, she needs to provide a picture of herself and her address.
Which action should Maggie take?
A.
Join the site but use a false name and address
*B.
Find a different site that needs less personal information
C.
Find a different site that teaches a language other than French
D.
Join the site but pay close attention to the types of people who visit the site

Prompt:
Billy loves running with the cross-country team after school, but he does not like the rules during
practice because they slow him down.
Here are some of the rules Billy does not care for:
Run with a partner at all times.

Stretch for at least 20 minutes before starting to run.
Stay on the designated path when running through the woods or outside the track.
Wear layers of spandex clothing and gloves in winter.
Give one explanation of why the rules are necessary.

Then, explain what one possible consequence could be if Billy does not follow one of the rules.
100
Exemplar Response:
The rules are necessary because they keep him safe. If he does not run with a partner, there
will not be someone there to help him if he gets hurt.
Item Rubric
2 points
The student correctly describes one explanation for why the rules are necessary.
These include, but are not limited to, the following:
Rules keep the students safe.
Rules help them stay healthy.
AND
The student describes one consequence of what could happen if Billy does not
follow one of the rules. These include, but are not limited to, the following:
Stretching = prevent injury
Partner = prevent injury/aid if hurt/have someone to critique technique
Path = prevent injury/not get lost/stay on school property, etc.
Layers = no frostbite, regulate body temperature, not overheat, stay
healthy
1 point
OR
The student describes one correct consequence of what could happen if Billy
does not follow one of the rules.
0 points
I dont know.
101
Benchmark: HE.6.B.5.3 Specify the potential outcomes of each option when making a healthrelated decision.
Clarification: Identify and describe the outcomes or consequences of options when making
health-related decisions.
the potential outcomes or consequences of options when making health-related decisions.
Content Focus: Outcomes/consequences of health-related decisions
Content Limits: Outcomes/consequences should include, but are not limited to, the following:
Physical consequences
Social consequences
Emotional/mental consequences
Financial consequences
Legal consequences
Intellectual consequences

Item Types:
Multiple Choice

102
Photographs, illustrations, or descriptions of non-health-related consequences or

outcomes.
Photographs, illustrations, or descriptions of consequences or outcomes not referenced
in the item stem

Item Stem:
Rhonda is a member of the volleyball team. She practices every day before school.
Which change is most likely to happen if she starts practicing after school as well?
*A.
She will have less free time.
B.
She will go to more volleyball games.
C.
She will spend more time in her room.
D.
She will have less time to spend with her team.

Prompt:
Esteban is a member of the soccer team. He has had several injuries lately, but he feels that he
needs to play for the team to have a successful season.
Identify two risks Esteban is taking by continuing to play in spite of his injuries.
Exemplar Response:
He is taking a risk because he could make his injuries worse. Also, he might not be able to play
his best if he is hurt.
Item Rubric
2 points
The student correctly identifies at least two risks to continue playing. These can
Permanent injury/damage
Be out for rest of season/year/never play soccer again
Make injuries worse
Not be able to play his best/let the team down
1 point
The student correctly identifies one risk.
0 points
I dont know.
103
Benchmark: HE.6.B.5.4 Distinguish between the need for individual or collaborative decisionmaking.
Clarification: Identify and describe situations that require only one person to make a decision
and situations that require collaboration or agreement between two or more people.
situations that require individual or collaborative decision-making.
Content Focus: Decision-making
Content Limits: Decision-making situations may include, but are not limited to:
Peer pressure (to smoke, do drugs, etc.)

Dangerous situations (weather, bullying, stranger danger, Internet safety, using the
buddy system)

Item Types:

Prompt:
Identify one situation when you should ask other people for advice before making a decision.
Then, identify one situation when you can make a decision on your own.
Exemplar Response:
You should ask other people for advice when you are deciding what your group project should be
at school. But you can decide on your own what topic to write if you are working on your own.
Item Rubric
2 points
The student correctly identifies at least one example of a situation that requires
collaborative decision making AND at least one example of a situation in which
an individual can make the decision on his or her own.
1 point
The student correctly identifies at least one example of a situation that requires
collaborative decision making OR at least one example of a situation in which an
individual can make the decision on his or her own.
0 points
I dont know.
104
Benchmark: HE.6.B.5.6 Predict the potential outcomes of a health-related decision.
Clarification: Identify and describe the outcomes of health-related decisions.
the outcomes of health-related decisions.
Content Focus: Outcomes of health-related decisions
Content Limits: Outcomes may include, but are not limited to, the following:
Addiction from substance abuse (e.g., cigarettes, alcohol, drugs)

Diabetes from eating unhealthily foods
Obesity or cardiovascular disease from leading a sedentary lifestyle
Sexually transmitted infections, pregnancy, bodily injuries, or illness from engaging in
risky behavior

Item Types:
Multiple Choice

Photographs, illustrations, or descriptions of outcomes or situations not referenced in the

stem
Photographs, illustrations, or descriptions of outcomes or situations that are unrelated to
health
105

Item Stem:
Beth is very worried about being overweight. She adjusts her diet but her weight does not
change.
What should Beth do next?
A.
*B.
She should read a blog about frustrations with dieting.

She should evaluate her diet and include exercising.
C.
She should give up on dieting and losing weight.
D.
She should start and stop her diet several times.

Prompt:
Claude has been staying awake all night in order to have time to do his homework after
basketball practice. Now, however, he finds himself unable to concentrate and has trouble
remembering things he studied the night before.
Identify the cause of Claudes inability to concentrate and remember things he previously
learned.
Then, explain how he could have stopped this from happening.
Exemplar Response:
Claude is probably sleep deprived. He should have found a better way to get his homework
done or at least taken a nap so he could keep playing his best.
Item Rubric
2 points
The student correctly identifies what has happened to Claude and explains how
he could have kept it from happening. This may include, but is not limited to, the
following:
Cause: sleep deprivation
Prevention: go to bed earlier, have better time management, get proper
rest
1 point
The student correctly identifies what has happened to Claude or the student
describes a correct explanation of how Claude could have kept it from
happening.
0 points
I dont know.
106
Standard: 6. Demonstrate the ability to use goal-setting skills to enhance health.
Benchmark: HE.6.B.6.1 Use various methods to measure personal health status.
Clarification: Demonstrate how to use methods to enhance your personal health.
Performance Level Descriptor: To demonstrate proficiency, students will use methods to
measure their health status.
Content Focus: Personal Health Status
Content Limits: Methods to measure personal health status, should include, but are not limited
to, the following:
BMI
Surveys
Scale
Heart rate monitor
Pedometer
Charts/graphs (eye chart)
Blood pressure equipment
Watch/stopwatch
Technology (e.g. video, Allied Health Activities, electronic gaming devices)

Item Types:
Performance Task
107

Materials:
Pedometer or scale or heart rate monitor or watch/stopwatch
Setup:
Prompt:
Say: Choose a piece of equipment to monitor your health.

Say: Good, now show me how you would use that equipment to monitor your health.
Item Rubric
2 points
The student correctly demonstrates the ability to select and use health
monitoring equipment appropriately. The demonstrations should include, but are
not limited, to the following:
Equipment placementpedometer placed on torso or legs/ankles, heart
rate monitor on chest or finger-clip, student stands on scale,
watch/stopwatch in hand
Equipment usepedometer (student begins taking steps), heart rate
monitor (student begins some aerobic movement or describes that a
resting measurement must be taken), scale (student describes monitoring
weight), watch/stopwatch (student starts or stops watch and correctly
counts heart rate)
1 point
The student correctly demonstrates the ability to select a piece of health
monitoring equipment and place the equipment properly, but does not correctly
describe or demonstrate use.
0 points
108
Benchmark: HE.6.B.6.2 Develop an individual goal to adopt, maintain, or improve a personal
health practice.
Clarification: Design an individual goal to adopt, maintain, or improve a personal health
practice.
Performance Level Descriptor: To demonstrate proficiency, students will design an individual
goal to adopt, maintain, or improve a personal health practice.
Content Focus: Personal Health Practice
Content Limits: Goals to improve a personal health practice should include, but are not limited
to, the following:
Physical activity
Healthy eating habits
Safety habits
Internet safety
Bullying prevention skills
Personal hygiene
Interpersonal skills

Item Types:
Performance Task
109

Materials:
Paper & Writing utensils

OR computer
Setup:
Prompt:
Say: Identify a health goal that will improve your physical health.
Say: Create a list of actions and timelines that show how you would achieve this goal.
Receive the students written or typed response.
Item Rubric
2 points
The student correctly identifies a physical health goal and creates a plan to
achieve this goal. Physical health goals and actions/timelines can include, but are
not limited, to the following:
Goals: improve muscle strength, improve muscle endurance, improve diet,
improve frequency of exercise, weight maintenance
Actions/timelines: exercises that relate to the health goal, dates/times that
measure progress towards achievement of the health goal.
1 point
The student correctly identifies a physical health goal that improves health.
0 points
110
Benchmark: HE.6.B.6.3 Determine strategies and skills needed to attain a personal health
goal.
Clarification: Identify a strategy or skill needed to attain a personal health goal.
Performance Level Descriptor: To demonstrate proficiency, students will identify a strategy or
skill needed to attain a personal health goal.
Content Focus: Attain a personal health goal
Content Limits: Strategies or skills should include, but are not limited to, the following:
Journaling
Daily checklists
Calorie counters
Pedometers/other technology
Support groups
Injury prevention measures
Seeking medical advice
Measure baseline health data
Family/peer support

Item Types:
Multiple Choice

Photographs, illustrations, or descriptions of strategies or skills not relevant to reaching

personal health goals
Photographs, illustrations, or descriptions of strategies or skills not referenced in the
stem
111

Item Stem:
Aaron has decided to start walking more, and wants to keep track of how far he walks each day.
Which action should he take to help him in this goal?
*A.
Use a pedometer
B.
Make a daily checklist
C.
Use a calorie counter
D.
Keep a weekly journal

Prompt:
Tina wants to become physically healthier. She has decided to join a sports team to help her
reach her goals.
Identify one type of team sport she could join, and explain one way that joining a team could
help her reach her goal.
Exemplar Response:
Tina could join a swim team, and they would help her reach this goal by encouraging her and
helping her know she is not alone.
Item Rubric
2 points
The student correctly identifies a type of group sport and explains how
belonging to this group could help. The sports and explanations may include,
Common team sports (e.g., soccer, baseball)
Explanations:
Encourage her
Help her make friends
Give her tips when things get difficult
Someone to share challenges/stories with
1 point
The student correctly identifies a type of group sport.
0 points
112

Prompt:
Milo wants to be able to run a mile in 12 minutes for fitness testing next month. He rarely
exercises and knows he will have to work hard to succeed, so he wants to create a fitness plan.
Explain two things Milo should keep in mind when he is designing his fitness routine and weekly
goals.
Then, identify two ways Milo could help himself keep track of his progress to make sure he is
meeting these goals.
Exemplar Response:
First, Milo should talk to someone about eating healthier so he has energy to run. Then he
should start a training program to run a faster mile. He could also keep a journal to keep track of
his progress or find a running partner.
Item Rubric
4 points
The student describes at least two of the following things Milo should keep in
mind when designing a fitness plan. These include, but are not limited to, the
following:
Talk to a physical education teacher, trainer, or nutritionist
Make an exercise plan and gradually increase his physical activity
Work on leg strength
Work on muscle endurance
Work on cardiovascular stamina/endurance
Start eating healthier
Get a running/training partner
AND
The student describes at least two of the following ways to keep track of
Milos progress. These include, but are not limited to, the following:
Start a journal
Wear a pedometer
Get a stopwatch
3 points
The student describes three of the bullet points from at least two of the
sections listed above.
2 points
The student describes two of the bullet points listed above from any section.
1 point
The student describes one of the bullet points listed above from any section.
0 points
113
Benchmark: HE.6.B.6.4 Monitor progress towards attaining a personal goal.
Clarification: Describe or demonstrate progress towards achieving a health goal.
Performance Level Descriptor: To demonstrate proficiency, students will describe or
demonstrate ways to achieve a health goal.
Content Focus: Attaining a health goal
Content Limits: Ways to monitor progress should include, but are not limited to, the following:
Checklist
Diary
Log
Computer software
Web sites

Item Types:
114
Performance Task

Materials:

OR computer
Setup:
Prompt:
Say: Design a tracking log to monitor progress towards a fitness goal.

Say: List a fitness goal that you want to achieve and create a tracking log, using paper
or the computer, that helps you measure progress towards reaching that goal.
Item Rubric
2 points
The student lists a fitness goal and creates a tracking log for that goal. Fitness
goals and monitoring actions can include, but are not limited, to the following:
Goals: improve muscle strength, improve muscle endurance, increase
running speed/pace
Tracking log: must show list of fitness (or diet) activities that correlate to
the fitness goal and must show some sequential tracking measurement,
such as number of times per week.
1 point
The student lists a fitness goal.
0 points
115
Benchmark: HE.6.P.7.1
Strand: Promotion
Standard: 7. Demonstrate the ability to practice advocacy, health-enhancing behaviors, and
avoidance or reduction of health risks for oneself.
Benchmark: HE.6.P.7.1 Explain the importance of assuming responsibility for personal health
behaviors.
Clarification: Identify and describe the reasons it is important for an individual to assume
responsibility for his or her own personal health and health-related behaviors.
the reasons it is important for an individual to assume responsibility for his or her own personal
health and health-related behaviors.
Content Focus: Personal health behaviors
Content Limits: Personal health behaviors to maintain and improve a healthy lifestyle should
Having medical/dental checkups

Resisting peer pressure
Cultivating healthy relationships
Using proper safety equipment/taking proper precautions
Using medications and health products and supplies correctly
Seeking medical advice in a timely manner

Item Types:
116

Prompt:
Tami tripped and scraped her knee during physical education class because she wore the
wrong shoes to class. It is a rule that everyone has to make sure that they wear the proper
shoes to physical education class. Tami is thinking about telling the teacher that a friend hid her
athletic shoes.
Describe two reasons Tami should be honest about not wearing the right shoes.
Exemplar Response:
Two reasons Tami should be honest are that she will feel better about herself if she doesnt lie
and the friend will get in trouble if she isnt honest.
Item Rubric
2 points
The student correctly describes two reasons to be honest. These include, but are
Being honest will make you feel better about yourself.
It is the right thing to do.
The friend will get in trouble for something he didnt do.
Others will know why its dangerous not to follow the rules.
1 point
The student correctly describes one reason to be honest.
0 points
I dont know.
117
Strand: Promotion
Benchmark: HE.6.P.7.2 Write about healthy practices and behaviors that will maintain or
improve personal health and reduce health risks.
Clarification: Write about a health practice or behavior that maintains or improves health.
Performance Level Descriptor: To demonstrate proficiency, students will write about a health
behavior that maintains or improves health.
Content Focus: Maintain personal health
Content Limits: Health behaviors should include, but are not limited to, the following:
Eating healthy foods

Maintaining good hygiene
Using conflict resolution skills
Respecting others
Getting adequate rest
Getting proper exercise
Using medications properly
Refraining from substance abuse

Item Types:
118
Performance Task

Materials:
None
Setup:

Have the student seated in a chair
Prompt:
Say: Imagine that you and a friend had an argument over which seat to use in the
classroom. You are sitting in that seat, but your friend wants to sit there instead. Show
me two healthy ways to resolve the conflict with your friend.
Listen and watch, then record the students response.

Item Rubric
2 points
The student demonstrates healthy ways to resolve a conflict. Conflict resolution
strategies can include, but are not limited, to the following:
Verbal: the student describes a compromise for a set amount of time that
each person can use the chair, uses I statements, speaks respectfully
Physical: the student stands up to let the friend have the seat
1 point
The student demonstrates one healthy way to resolve a conflict.
0 points
119
Strand: Promotion
Standard: 8. Demonstrate the ability to advocate for individual, peer, school, family, and
community health.
Benchmark: HE.6.P.8.1 Practice how to influence and support others in making positive health
choices.
Clarification: Show how to influence and support others in making healthy choices.
influence and support others in making positive health choices.
Content Focus: Influencing positive choices
Content Limits: Ways to influence or support others in making healthy choices should include,
but are not limited to, the following types of topics:
Encourage reading food labels

Promote physical activity
Encourage practice of safety precautions
Encourage positive social interactions
Encourage avoidance of drugs and alcohol
Encourage healthy eating
Encourage obeying home, school ,and community rules

Item Types:
120
Performance Task

Materials:
None
Setup:
Prompt:
Say: Show me two ways to support a friend who has decided to start running regularly
to improve her fitness.
Listen and watch, then record the students response.

Item Rubric
2 points
The student demonstrates the ability to show two ways to support a friend in his
or her fitness goal. Support for fitness goals can include, but are not limited to,
the following:
Verbal: encouraging words, motivational support
Physical: run with the friend, give high-fives when action completed
Written: help the friend to develop a running schedule, help create a
tracking log of distances/times.
1 point
The student demonstrates the ability to show one way to support a friend in his
or her fitness goal.
0 points
121
Strand: Promotion
community health.
Benchmark: HE.6.P.8.2 State a health-enhancing position on a topic and support it with
accurate information.
Clarification: Describe a healthy choice on a given topic and support that choice with accurate
information.
Performance Level Descriptor: To demonstrate proficiency, students will describe a healthenhancing decision on a topic and/or support that decision with accurate information.
Content Focus: Healthy decisions
Content Limits: Health-enhancing positions should include, but are not limited to, the following
types of topics:
Drugs/alcohol (e.g., tobacco laws, drinking laws, smoking laws)

School policies (e.g., zero tolerance, correct attire for class, classroom/cafeteria rules)
Curfews, family rules

Item Types:
122

Prompt:
Describe two reasons why you should avoid taking illegal drugs.
Exemplar Response:
Taking drugs can impair judgment and also physically damage your body.
Item Rubric
2 points
The student correctly describes two reasons to avoid illegal drugs. These
Drugs can harm you.
Drugs can make you do dangerous things.
Drugs can impair judgment.
People can hurt others while under the influence of drugs.
Drugs can damage your brain.
Drugs can damage your lungs if you smoke.
1 point
The student correctly describes one reason to avoid illegal drugs.
0 points
I dont know.
123
Strand: Promotion
community health.
Benchmark: HE.6.P.8.3 Work cooperatively as an advocate for healthy individuals, families,
and schools.
Clarification: Describe ways to work with others to advocate for healthy individuals.
Performance Level Descriptor: To demonstrate proficiency, students will describe ways to
work with others to advocate for improving the health of individuals.
Content Focus: Advocate for improving health
Content Limits: Ways to advocate for healthy individuals should include, but are not limited to,
the following types of topics:
Media campaigns
Posters
Skits/plays
Groups/clubs
Public service announcements
Health fairs

Item Types:
124

Prompt:
Identify one way to work with others to advocate for healthy eating in your school. Then,
describe how that action will influence the health of students.
Exemplar Response:
I could create posters with a friend that promote healthy food choices. This would help students
know what food choices are healthy and perhaps teach them about new kinds of healthy foods
to try.
Item Rubric
2 points The student correctly identifies one way to work with others to advocate for healthy
eating and describes how that action influences individuals. Examples of ways to
advocate for health and their descriptions of influencing others can include, but are
not limited to:
Make postersteach about new kinds of healthy foods, make others aware
of health content of foods
Skitsdemonstrates choosing healthy foods over unhealthy foods,
demonstrates talking about health content in food
Public service announcementsraise awareness about health issues
Organize a health fair
Start a cub to promote healthy behaviors
1 point
The student correctly identifies one way to work with others to advocate for healthy
eating.
know.
125
Strand: Promotion
community health.
Benchmark: HE.6.P.8.4 Identify ways health messages and communication techniques can be
targeted for different audiences.
Clarification: Identify ways that health messages and communication methods or techniques
are targeted for different audiences.
Performance Level Descriptor: To demonstrate proficiency, students will identify ways that
health messages and communication methods or techniques are targeted for different
audiences.
Content Focus: Health messages and communication techniques
Content Limits: Health messages and communication methods or techniques should include,
Advertisements (peoplee.g., movie stars, cartoon characters, athletes; clothing style;

music style)
Social media
Media campaigns
Health fairs
Surveys
Public service announcements
Approved guest speakers

Item Types:
Multiple Choice

Options will appear as illustrations, photos, short phrases, single words, or full
sentences.
126
Photographs, illustrations, or descriptions of media techniques that do not involve

targeting an audience
Photographs, illustrations, or descriptions of techniques or audiences that are not those

Item Stem:
Annalise wants to promote a healthy eating program to her classmates at school. She wants to
get them interested in learning about nutritious foods and how to make healthy meals.
Which technique should she use to communicate this message to a teenage audience?
A.
*B.
She should tell her teacher about ways to make healthy meals.
She should use health-related videos with popular music.
C.
She should write an essay for the school newspaper.
D.
She should give a talk about nutrition.
127
SPECIFICATIONS
FOR
GRADE 7
128
129
Standard: LAFS.7.RI.1.3
Strand: Reading: Literature
Cluster: 1. Key Ideas and Details
Standard: LAFS.7.RI.1.3 Analyze the interactions between individuals, events, and ideas in a
text (e.g., how ideas influence individuals or events, or how individuals influence ideas or
events).
Clarification: Describe influences on health behaviors and ideas.
Performance Level Descriptor: To demonstrate proficiency, students will use evidence or
influences from texts to describe ideas or health behaviors.
Content Focus: Using Health Evidence
Hygiene
Physical/social health and fitness
Mental/emotional health
Nutrition
Vaccinations
Safety
Substance abuse
Bullying
Communicable diseases/illnesses

Item Types:
Multiple Choice
130

sentences.
Strand: Writing
Cluster: 3. Research to Build and Present Knowledge
Standard: LAFS.7.W.3.8 Gather relevant information from multiple print and digital sources,
using search terms effectively; assess the credibility and accuracy of each source; and quote or
paraphrase the data and conclusions of others while avoiding plagiarism and following a
standard format for citation.
Clarification: Using resources to answer questions.
Performance Level Descriptor: To demonstrate proficiency, students will use print or digital
resources to use their own words to describe health topics and draw conclusions.
Content Focus: Using Resources
Content Limits: Resources may be informational such as articles, internet/digital resources,
graphs, instructions or recipes.
Item Types:
Performance Task
131
Strand: Standards for Speaking and Listening
Cluster: 1. Comprehension and Collaboration
Standard: LAFS.7.SL.1.1 Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues,
building on others' ideas and expressing their own clearly.
Do Not Assess Benchmark: An individual score cannot be provided for students assessed on
collaboration.
132
Standard: LAFS.7.SL.2.5 Include multimedia components and visual displays in presentations
to clarify claims and findings and emphasize salient points.
Hygiene
Illness
Nutrition
Vaccinations
Safety
Substance abuse
Bullying
Gender population data

Item Types:
Performance Task
133
writing as well as to interact and collaborate with others; demonstrate sufficient command of
keyboarding skills to type a minimum of three pages in a single sitting.
Hygiene
Illness
Physical health and fitness
Mental health
Nutrition
Vaccinations
Safety
Bullying

Item Types:
134
Performance Task
Standard: MAFS.7.SP.1.1 Understand that statistics can be used to gain information about a
population by examining a sample of the population; generalizations about a population from a
sample are valid only if the sample is representative of that population. Understand that random
sampling tends to produce representative samples and support valid inferences.
Clarification: Understanding health statistics
Performance Level Descriptor: To demonstrate proficiency, students will use statistical data to
draw conclusions about a sample of the population.
Ages of individuals
Environmental health data
Nutritional data
Social health data
Heredity
Cultural health practices

Item Types:
Multiple Choice

sentences.
135
Strand: Concepts
enhance health.
Benchmark: HE.7.C.1.1 Compare and contrast the effects of healthy and unhealthy behaviors
on personal health, including reproductive health.
Clarification: Compare and contrast the effect of behaviors and personal choices on health
(physical, mental, reproductive).
healthy versus unhealthy behaviors and compare their effect on personal health.
Content Focus: Healthy behaviors
Content Limits: Healthy and unhealthy behaviors should include, but are not limited to, the following:
Sedentary vs. active lifestyle

Knowing the consequences of teen pregnancy
Managing time effectively to reduce stress
Identifying appropriate and inappropriate physical contact
Choosing healthy foods and avoiding junk foods/fast foods
Healthy weight management
Resolving conflicts and emotional health
Developing and maintaining healthy relationships
Effects of appropriate and inappropriate use of technology on personal health

Item Types:
Multiple Choice

136
Illustrations, photos, short phrases, or single words that do not reflect the effect of
healthy and unhealthy behaviors on personal health
Illustrations, photos, short phrases, or single words showing or describing students
engaging in healthy and unhealthy behaviors

Item Stem:
Jesse has been gaining weight since he started middle school. He recently decided to start
skipping lunch to try to lower his weight. He eats a bowl of cereal for breakfast and has a hot
dog every night for dinner.
How will Jesse likely feel after several days of eating this way?
A.
He will be stronger because of the protein in hot dogs.
B.
He will be healthier because of eating two meals a day.
*C.
D.
He will have less energy because of the missing calories.

He will have better concentration because of a small appetite.

Prompt:
Describe one advantage and one disadvantage of scheduling your time during the week.
Exemplar Response:
An advantage would be that I could plan out activities that I wouldnt normally do during the
week. One disadvantage is that I wouldnt be as available to do spontaneous activities.
Item Rubric
2 points
The student correctly describes one advantage and one disadvantage of
scheduling his or her time during the week. These include, but are not limited to,
the following:
Advantages:
Plan activities
Plan time with friends
Do new activities
Reduce stress
Keep track of commitments
Disadvantages:
Lose spontaneity
Over-scheduling
Lack of flexibility
1 point
The student correctly describes one advantage OR one disadvantage of
scheduling his or her time during the week.
0 points
I dont know.
137
Strand: Concepts
enhance health.
Benchmark: HE.7.C.1.2 Explain how physical, mental/emotional, social, and intellectual
dimensions of health are interrelated.
Clarification: Describe how the aspects of physical, mental/emotional, social, and intellectual
health can affect one another.
Performance Level Descriptor: To demonstrate proficiency, students will explain the
relationship between the physical, mental/emotional, social, and intellectual aspects of health.
Content Focus: Physical, mental/emotional, social, and intellectual dimensions of health
Content Limits: Dimensions of health should include, but are not limited to, the following:
School performance effects on stress, health, relationships, and nutrition

Sleep effects on school performance, health, and relationships
Stress effects on fitness, diet, health, relationships
Nutritional effects on health, and fitness, and school performance
The effect of peer relationships on school performance, health, stress, and diet
Fitness effects on health, school performance, relationships, stress, and sleep

Item Types:
Multiple Choice

138
Photographs, illustrations, or descriptions of activities related to the dimensions of health

given above
Photographs, illustrations, or descriptions of students engaging in activities related to the
specific dimensions of health referenced above

Item Stem:
Rebecca did not sleep well during the night. Which of her next days activities will likely be
negatively affected by her lack of sleep?
*A.
Taking an early morning test
B.
Eating lunch with classmates
C.
Going to the movies with family
D.
Playing video games with friends

Prompt:
Reese has not been getting much sleep at night. Describe two ways that his lack of sleep might
affect his behavior.
Exemplar Response:
Reese will probably fall asleep during class, and he might have arguments with family members
at home.
Item Rubric
2 points
The student correctly identifies two ways that a lack of sleep could affect Reeses
behavior. These include, but are not limited to, the following:
Short attention span
Lack of alertness
Grumpiness
Fighting with friends
Conflict with teachers or family
Falling asleep in class
Poor school performance
Lack of energy
Loss of interest in daily activities
1 point
The student correctly identifies one way that a lack of sleep could affect Reeses
behavior.
0 points
I dont know.
139
Strand: Concepts
enhance health.
Benchmark: HE.7.C.1.3 Analyze how environmental factors affect personal health.
Clarification: Identify and describe environmental factors that affect health.
environmental factors that positively and negatively affect health and describe or explain the
reason for that effect.
Weather conditions
Temperature
Tobacco smoke (mainstream and second-hand smoke)
Daylight hours (circadian rhythm, sun exposure)
Cleanliness of home
Access to parks, yards, or areas for outdoor activities
Environmental (green) factors: air quality, food quality, water quality
Noise pollution
Neighborhood and home safety

Item Types:
Multiple Choice

140
Photographs, illustrations, or descriptions of environmental factors listed above on health

Photographs, illustrations, or descriptions of students engaging in activities or showing
activities affected by the environmental factors listed above

Item Stem:
What is the biggest risk runners take when running on a hot day?
A.
Weight loss
*B.
Dehydration
C.
Running too slowly
D.
Losing track of time

Prompt:
Describe two negative effects of tobacco smoke.
Exemplar Response:
Tobacco smoke can cause cancer and make your clothes smell bad.
Item Rubric
2 points
The student correctly describes two negative effects of tobacco smoke. These
Is unhealthy for the smoker
Is unhealthy for the people around the smoker (second-hand smoke)
Makes people cough
Diseases (cancer, heart, emphysema, hardening of arteries)
Yellowing of teeth and fingernails
Halitosis (bad breath)
Bad smelling clothes and hair
Irritation of mouth, lungs, and throat
Addiction to nicotine
1 point
The student correctly describes one negative effect of tobacco smoke.
0 points
I dont know.
141
Strand: Concepts
enhance health.
Benchmark: HE.7.C.1.4 Describe ways to reduce or prevent injuries and adolescent health
problems.
Clarification: Identify and explain strategies to reduce or prevent accidents, injuries, and
adolescent health problems.
strategies to reduce or prevent accidents, injuries, and adolescent health problems.
Content Focus: Adolescent health problems, accidents, and injuries
Content Limits: Adolescent health concerns should include, but are not limited to, the
following:
Acne
Eating disorders
Managing and coping with physical development (e.g., changes in body at different
times)
Self-image (healthy relationships, body image and self esteem)
Teen pregnancy
Substance abuse/awareness
Practicing safety measures
Proper nutrition/fitness

Item Types:
142

Prompt:
Describe two safety rules that all bike riders should follow.
Exemplar Response:
Bike riders should wear their helmets and use hand signals.
Item Rubric
2 points
The student correctly identifies two of the following rules that bike riders should
follow. These include, but are not limited to, the following:
Wear helmets, knee pads, elbow pads, and gloves
Wear reflective clothing
Stay in designated lanes
Use hand signals
Follow traffic rules
Not using technology while riding
1 point
The student correctly identifies one rule that bike riders should follow.
0 points
I dont know.
143
Strand: Concepts
enhance health.
Benchmark: HE.7.C.1.5 Classify infectious agents and their modes of transmission to the
human body.
Clarification: Recognize diseases that can be spread from one person to another and identify
how these infectious agents are transmitted
Performance Level Descriptor: To demonstrate proficiency, students will identify how
infectious agents can be transmitted from one person to another.
Content Focus: Infectious diseases and their modes of transmission
Content Limits: Infectious diseases/agents should include, but are not limited to, the following:
Flu/colds
HIV
Staphylococcus and streptococcus infections
Measles
Tuberculosis
Sexually transmitted infections (syphilis, gonorrhea, chlamydia)
Hepatitis
Person-to-person transmission
HPV
Herpes

Item Types:
Multiple Choice

144
Illustrations, photos, short phrases, or single words that do not match the infectious
agents/diseases referenced in the stem
Item Stem:
Peter has a sore on his hand that his doctor diagnosed as a staph infection. Which actions
should Peter take to keep the infection from spreading to others?
*A.
Keep the area clean and bandaged
B.
Stay away from people until the sore is gone
C.
Cover his mouth when coughing and sneezing
D.
Spend his time with others who have the same infection

Prompt:
Identify one form of infectious disease and explain how it could be spread to others.
Exemplar Response:
The flu is an infectious disease and it can be spread by coughing on other people.
Item Rubric
2 points
The student correctly identifies one of the following infectious diseases and how
it is spread. These include, but are not limited to, the following:
Flucough/sneeze/contact
Measlesfluid contact
Staph infectionscontact
Pertussiscough/sneeze/contact
Tuberculosiscough/sneeze/contact
Syphilissexual transmission
HIVsexual transmission
Hepatitis Bcontact
1 point
The student correctly identifies one infectious disease.
0 points
I dont know.
145
Strand: Concepts
enhance health.
Benchmark: HE.7.C.1.6 Explain how appropriate health care can promote personal health.
Clarification: Identify and describe how health care benefits personal health.
how health care benefits personal health.
Content Focus: Health care benefits health
Content Limits: Appropriate health care should include, but is not limited to, the following:
Parents/guardians/trusted adults (caretakers)

Dentist
Eye doctor
Medical doctor
Counselor
School nurse

Item Types:
Multiple Choice

146
Photographs, illustrations, or descriptions of aspects of health care not directly related to

personal health
Photographs, illustrations, or descriptions of health care or its effects not referenced in
the stem
Photographs, illustrations, or descriptions of health care providers in situations that do
not affect personal health

Item Stem:
Which is likely to be detected during a yearly medical physical?
A.
The probability of developing cavities
B.
The effectiveness of a new diet
C.
A mental health disorder
*D.
An increase in weight

Prompt:
Explain two reasons why regular eye checkups are important.
Exemplar Response:
Eye checkups help identify when people need glasses and detect eye health issues.
Item Rubric
2 points
The student correctly explains two reasons why regular eye checkups are
important. These include, but are not limited to, the following:
Identify need for glasses
Keep eyes healthy
Prevent future problems
Detect eye health issues (glaucoma, cataracts or infections)
1 point
The student correctly explains one reason why regular eye checkups are
important.
0 points
I dont know.
147
Strand: Concepts
enhance health.
Benchmark: HE.7.C.1.7 Describe how heredity can affect personal health.
Clarification: Describe ways that heredity has an impact on personal health.
Performance Level Descriptor: To demonstrate proficiency, students will describe aspects of
health that are impacted by heredity.
Content Focus: Heredity and health
Content Limits: Hereditary factors that impact personal health should include, but are not
Acne
Height
Weight
Diseases (e.g., heart disease, diabetes, sickle-cell disease, predisposition for cancer,
high blood pressure, alcoholism, cystic fibrosis, cancers, Alzheimers disease, high
cholesterol)
Longevity
Mental health genetic predispositions (addictions)

Item Types:
148

Prompt:
Annes family members all tend to be overweight. Most of the adults also have problems with
their teeth.
Describe two actions Anne can do to help her stay healthy, knowing her family history.
Exemplar Response:
Anne can exercise regularly and maintain good dental hygiene.
Item Rubric
2 points
The student correctly identifies two actions Anne can take to help her stay healthy.
Exercise
Eat healthy foods and portions
See the doctor
See the dentist
Brush teeth/floss regularly
Drink plenty of water
Avoid foods and drinks with added sugar
1 point
The student correctly identifies one action Anne can take to help her stay healthy.
0 points
know.
149
Strand: Concepts
enhance health.
Benchmark: HE.7.C.1.8 Explain the likelihood of injury or illness if engaging in unhealthy/risky
behaviors.
Clarification: Identify and describe the likelihood that the results of unhealthy or risky behaviors
will be negative.
and describe the likelihood that unhealthy/risky behaviors will result in injury or illness.
Content Limits: The identification of unhealthy behaviors and their consequences should

Poor nutrition and obesity and illness
Lack of physical activity and obesity and illness
Tobacco/substance use and disease and addiction
Protection from disease (improper hygiene and transmission of diseases or infections
(hand washing, covering cough and sneeze)
Unprotected sex and teen pregnancy/STIs

Item Types:
Multiple Choice

150
Photographs, illustrations, or descriptions of nonrisky or healthy behaviors or effects

behaviors or their effects that unrelated to the behavior or effect referenced in the stem

Item Stem:
Which is a negative consequence affected by poor nutrition?
*A.
Obesity
B.
Pregnancy
C.
Head injury
D.
Lung disease

Prompt:
Rebeccas friend tries to get her to smoke a cigarette.
Describe two ways that smoking could harm Rebeccas health.
Exemplar Response:
Smoking could cause damage to her lungs and could cause an addiction problem.
Item Rubric
2 points
The student correctly describes two ways that smoking could harm Rebeccas
health. These include, but are not limited to, the following:
Lung disease
Heart disease
Mouth, throat, nasal passage damage
Addiction
Risk for cancer
1 point
The student correctly describes one way that smoking could harm Rebeccas
health.
0 points
I dont know.
151
Strand: Concepts
Benchmark: HE.7.C.2.1 Examine how family health behaviors influence the health of
adolescents.
Clarification: Identify and describe how family influences adolescent health.
how family influences personal health.
Content Focus: Family influences
Content Limits: Family influences should include, but are not limited to, the following:
Family rules
Family meals
Family routines/structure
Family chores
Family values/expectations
Family culture/customs
Family dynamics and communication

Item Types:
Multiple Choice

152


Item Stem:
Arthurs family sits down together every Sunday night to have a family dinner. What is the main
benefit the family will receive by doing this?
A.
They will learn how to behave in public.
B.
They will try out different foods and recipes.
*C.
They will share information and grow closer.
D.
They will have more energy during the week.

Prompt:
Identify one chore that a young person can do around the house, and explain how doing that
chore helps family life.
Exemplar Response:
A young person can dust the furniture. This helps the family because the entire family benefits
from living in a clean home.
Item Rubric
2 points
The student correctly identifies one chore and explains how that chore helps family
life. These include, but are not limited to, the following:
Dusting
Mopping
Vacuuming
Taking out the garbage
Keeping their bedroom clean
Doing the dishes
Taking care of the family pet
Cooking
Babysitting siblings
1 point
The student correctly identifies one chore.
0 points
I dont know.
153
Sample Extended Constructed-Response

Prompt:
Identify two family practices that influence good physical health. Then, describe how these
practices improve physical health.
Exemplar Response:
Eating nutritious meals helps keeps the body strong and healthy. Exercising throughout the
week with my family keeps us in good physical shape.
Item Rubric
4 points
The student correctly identifies two family practices that influence physical health
and describes how they improve physical health. These include, but are not
Eating nutritious foodskeeps body healthy and strong
Regular exercisekeeps body healthy and strong
Good hygieneprevents illness and disease
Getting proper restprevents illness and disease
Good communicationreduces stress/conflict
Safety rulesprevents accidents/injuries
3 points
The student correctly identifies two family practices and describes how one
OR
The student correctly identifies one family practice and describes two ways that it
improves physical health.
2 points
The student correctly identifies two family practices.
OR
The student correctly identifies one family practice and describes how that family
1 point
The student correctly identifies one family practice.
0 points
I dont know.
154
Strand: Concepts
Benchmark: HE.7.C.2.2 Examine how peers may influence the health behaviors of
adolescents.
Clarification: Identify, describe or explain how peers influence adolescent health.
Performance Level Descriptor: To demonstrate proficiency, students will identify, describe or
explain how peers influence impact personal health.
Content Focus: Peer influence/pressure
Content Limits: Health behaviors impacted by peer influences should include, but are not
Smoking
Drug use
Alcohol use
Sports
Food choices
School performance
Sexuality
Bullying/cyberbullying
Social media
Fitness/physical activity
Safety practices

Item Types:
Multiple Choice

155

Photographs, illustrations, or descriptions of aspects of personal health not referenced in
the stem
Photographs, illustrations, or descriptions of aspects of personal health that are not
influenced by peers

Item Stem:
Liz wants to play soccer in seventh grade. Which statement describes a social health benefit Liz
will receive from playing soccer?
A.
Learning the rules
B.
Learning to kick a ball
C.
Learning to please her coaches
*D.
Learning to get along with others

Prompt:
Samuels best friend has been struggling to do well in class. Identify two ways that Samuel can
help his friend develop better study habits.
Exemplar Response:
Samuel can study with his friend so that his friend can see how Samuel studies, and he can
quiz his friend to help him study for tests.
Item Rubric
2 points
The student correctly identifies two of the following ways Samuel can help his
friend:
Study with him
Quiz him
Review his work
Model good study habits
Encourage him
1 point
The student correctly identifies one way Samuel can help his friend.
0 points
I dont know.
156
Strand: Concepts
Benchmark: HE.7.C.2.3 Examine how the school and community may influence the health
behaviors of adolescents.
Clarification: Identify the types of health information conveyed by school and community and
describe their influence on adolescents health behaviors.
Performance Level Descriptor: To demonstrate proficiency, students will identify types of
health information conveyed by school and community members and describe their influence on
the health behaviors of adolescents.
Content Focus: School and community health information
Content Limits: Health information should include, but are not limited to, the following:
First aid and safety practices

Substance abuse education
Proper nutrition (food groups, portion sizes)
Cleanliness rules (e.g., wash hands, throw out used tissues)
Neighborhood safety
Availability of extracurricular activities

Item Types:
Multiple Choice

Photographs, illustrations, or descriptions of health information not referenced in the

stem
Photographs, illustrations, or descriptions of non-health-related information conveyed to
157

Item Stem:
Which sign would be posted by a school to help students stay healthy during flu season?
*A.
Wash your hands regularly.
B.
Eat a balanced lunch every day.
C.
Use sunscreen and drink lots of water.
D.
Walk to the nearest exit in an emergency.

Prompt:
Think about the messages that your school has provided to help students make good choices
with their health. Identify one of these messages and explain how it helps students stay healthy.
Exemplar Response:
My school posts signs about what to do if there is a tornado, which helps us by telling us what to
do and where to go in the event of an emergency.
Item Rubric
2 points
The student correctly identifies one message and explains how it helps students
stay healthy. These include, but are not limited to, the following:
Emergency evacuation procedures
Introducing the major food groups
Anti-drug campaigns
Anti-smoking campaigns
Anti-bullying campaigns
First-aid rules
Sanitary measures
1 point
The student correctly identifies one message.
0 points
I dont know.
158
Strand: Concepts
Benchmark: HE.7.C.2.5 Analyze how messages from media influence health behaviors.
Clarification: Identify, describe or explain the ways media can influence individual, peer and
community health behaviors.
Performance Level Descriptor: To demonstrate proficiency, students will identify, describe
types of media and describe or explain how they influence health behaviors of individuals, peers
or the community.
Content Focus: Media influence on health
Content Limits: Media influences should include, but are not limited to, the following:
Public service announcements (e.g., fire prevention, appropriate texting, anti-drug use)
Commercials (e.g., healthy food choices, bad food choices, inexpensive food choices)
Newspaper and magazines (e.g., food choices, self-image, fitness)
Athletes promoting fitness or healthy diets
Social media (e.g., cyber bullying)
Advertisements (body image)
Celebrity endorsements of health beauty products
Internet usage

Item Types:
Multiple Choice

159
Photographs, illustrations, or descriptions of aspects of media influence not referenced

in the stem
Photographs, illustrations, or descriptions of aspects of media influence not related to
health behaviors
Photographs, illustrations, or descriptions of media influence or health behaviors not
impacting peers or the community

Item Stem:
Which advertisement is likely to promote healthy behavior?
A.
A restaurant advertising all-you-can eat fried chicken
*B.
A sports figure promoting a new fitness center in town
C.
A magazine article explaining the benefits of crash diets
D.
A newspaper advertisement promoting burgers for a dollar

Prompt:
Identify two problems that can result from texting inappropriately on a cell phone.
Exemplar Response:
Inappropriate texting can lead to accidents while driving and can help students cheat on tests.
Item Rubric
2 points
The student correctly identifies two problems. These include, but are not limited to,
the following:
Driving is dangerous
Students text when they should be studying
Students text things they shouldnt
Students use texting to cheat on tests
Disrupts sleep habits
Disrupts classroom environment
1 point
The student correctly identifies one problem that results from inappropriate texting.
0 points
I dont know.
160
Strand: Concepts
Benchmark: HE.7.C.2.6 Evaluate the influence of technology in locating valid health
information.
Clarification: Identify and describe how technology can be helpful in locating valid health
information and resources.
how technology can be helpful in locating valid health information and resources.
Content Focus: Influence of technology
Content Limits: Technology used to access information should include, but are not limited to,
the following:
Health websites (e.g., CDC, NIH, MyPyramid.gov, Mayoclinic.com, WebMD.com)

Health related hotlines

Item Types:
Multiple Choice

Illustrations, photos, short phrases, or single words that do not match the influence of
technology referenced in the stem
Illustrations, photos, short phrases, or single words that are unrelated to the influence of
technologies.
161

Item Stem:
Which website would provide valid information to a student who is doing research on the HIV
virus?
A.
A website about insects that carry diseases
B.
A website about treating coughs and fevers
*C.
D.
A website about controlling infectious diseases

A website about general hygiene and cleanliness

Prompt:
Describe two pieces of information one would expect to find when searching the government
website of the Centers for Disease Control and Prevention.
Exemplar Response:
You could find information about different diseases and the best way to fight them.
Item Rubric
2 points
The student correctly identifies two pieces of information about the CDC. These
Kinds of diseases
How to fight diseases
Who is at risk for diseases
Where to get treatment
Disease prevention information
Reports on health behaviors
Disease/infection statistics
1 point
The student correctly identifies one piece of information about the CDC.
0 points
I dont know.
162
Strand: Concepts
Benchmark: HE.7.C.2.7 Determine how cultural changes related to health beliefs and
behaviors impact personal health.
Clarification: Identify and describe how cultural changes have an impact on personal health.
how cultural changes have an impact on personal health.
Content Focus: Cultural changes
Content Limits: Cultural changes impacting personal health should include, but are not limited
to, the following:
The availability of fast foods/accessibility to fresh foods

Infant feeding practices
The increase in processed foods
Cell phone use while driving
Use of technology
Economics
Cultural taste preferences
Demographic variables
Education
Access to healthcare
Values

Item Types:
Multiple Choice

163
Illustrations, photos, short phrases, or single words that do not match the behavior
engaging in activities that do not match the behavior referenced in the stem

Item Stem:
Rafaels nutritional habits changed in many ways when his family moved to a new town. Which
change could cause him to gain weight?
A.
*B.
He drinks less soda.

He eats processed foods.
C.
He eats green, leafy vegetables.
D.
He chooses fewer sugary snacks.

Prompt:
Describe two ways that the increased use of processed foods has made people less healthy.
Exemplar Response:
Because of processed foods, people today arent getting enough fiber and they are getting too
much sugar.
Item Rubric
2 points
The student correctly identifies two of the following ways processed foods are
unhealthy:
High incidence of diabetes
High cholesterol levels
High blood pressure
Eating too much sugar
Not getting enough fiber
Foods high in empty calories
Poor source of vitamins and nutrients
Cancer causing additives in foods
1 point
The student correctly identifies one way processed foods are unhealthy.
0 points
I dont know.
164
Strand: Concepts
Benchmark: HE.7.C.2.8 Evaluate how changes in social norms impact healthy and unhealthy
behavior.
Clarification: Identify and describe how changes in socially acceptable behavior impacts
healthy and unhealthy behavior.
how changes in socially acceptable behavior impact healthy and unhealthy behavior.
Content Focus: Influence of social norms on health behaviors
Content Limits: Influence of social norms on behaviors should include, but are not limited to,
the following:
Smoking
Physical/nutritional choices
Personal hygiene
Safety practices
Gender roles/expectations

Item Types:
Multiple Choice

Photographs, illustrations, or descriptions of health-risk behaviors or consequences not

Photographs, illustrations, or descriptions of non-health risk behaviors or the
consequences of non-health risk behaviors
165

Item Stem:
Which activity would benefit from a campaign to promote good personal hygiene?
A.
Physical ability
*B.
Social interactions
C.
Academic pursuits
D.
Weight management

Prompt:
A friend of yours decided to quit the dance team at school because he was being teased. Now,
other members of the dance team have decided to quit as well.
Describe two examples of how your friends health can be negatively affected by his decision to
quit the team.
Exemplar Response:
My friend may gain weight, and he may become less physically fit unless he does some other
activity.
Item Rubric
2 points
The student correctly describes two examples of how a lack of physical activity can
affect health. These include, but are not limited to, the following:
Gain weight
Poor fitness
Self-esteem
Fear of bullying
Increase in stress
Loss of friends
1 point
The student correctly describes one example of how a lack of physical activity can
affect health.
0 points
I dont know.
166
Standard: HE.7.C.2.9
Strand: Concepts
Standard: 2. Examine how the school and community may influence the health behaviors of
adolescents.
Benchmark: HE.7.C.2.9 Explain the influence of personal values, attitudes and beliefs about
individual health practices and behaviors.
Clarification: Describe influence of personal feelings on health.
Performance Level Descriptor: To demonstrate proficiency, students will describe ways that
ones personal belief system may impact or influence their health habits and routines.
Content Focus: Health behaviors
Hygiene
Nutrition
Vaccinations
Safety
Substance abuse
Bullying

Item Types:
Multiple Choice

sentences.
167
to enhance health.
Benchmark: HE.7.B.3.1 Analyze the validity of health information, products, and services.
Clarification: Identify, describe and explain the validity of health information, products, and
services.
the validity of health information, products, and services and distinguish between a product or
service that promotes health and one that does not.
Content Focus: Validity of health information
Content Limits: Valid health information, products, and services should include, but are not
Advertisements
Health claim articles
Personal care product claims
Tobacco use information
Community resources
Nutritional claims
Fitness/equipment claims
Health PSAs
Health care professionals

Item Types:
Multiple Choice

168
Illustrations, photos, short phrases, or single words that do not match the health
information referenced in the stem
Illustrations, photos, short phrases, or single words that are unrelated to valid health
information or sources.

Item Stem:
Which advertising slogan is designed to promote good health?
A.
Cigarette Smoking Expands Your Lung Capacity
B.
Watch TV Instead of Reading to Get the Big Picture
C.
Wash Your Hair with Perfume to Keep It Smelling Nice
*D.
Use Fluoride Toothpaste and Mouthwash for Stronger Teeth

Prompt:
Identify one health product that you have seen advertised, and explain how the advertisement
promotes good health.
Exemplar Response:
I have seen advertisements for fitness equipment. They help promote good health because they
give people a way to work out in their home.
Item Rubric
2 points
The student correctly identifies one advertisement. These include, but are not
Toothpaste advertisements
Deodorant advertisements
Fitness equipment
Protein bars
Diet shakes
Nutritional supplements
Feminine hygiene products
Health PSAs
AND
The student identifies how it promotes good health.
1 point
The student correctly identifies one advertisement.
0 points
I dont know.
169
Sample Extended Constructed-Response

Prompt:
Identify two sources of valid health information and describe what makes them valid resources.
Exemplar Response:
A doctor is a source of valid medical information because the doctor has had education and
training in medicine. A medical textbook is also a valid source of medical information because
the information has been written and researched by educational professionals.
Item Rubric
4 points
The student correctly identifies two sources of valid health information and
describes what makes them valid resources. These include, but are not limited
to, the following:
A doctortrained professional
Textbookswritten and researched by professionals
Pharmacisttrained professional about drug information
Government agenciesregulated agencies and professionals
Product company research literature/articlesregulated research
information
Scientific research articlespeer reviewed literature
3 points
The student correctly identifies two sources of valid health information and
describes why one source is a valid resource.
OR
The student correctly identifies one source of valid health information and
describes two ways that it is a valid resources
2 points
The student correctly identifies two valid sources of health information.
OR
The student correctly identifies one source of valid health information and
describes why that source is a valid resource.
1 point
The student correctly identifies one source of valid information.
0 points
I dont know.
170
to enhance health.
Benchmark: HE.7.B.3.2 Determine the accessibility and/or reliability of products and services
that enhance home, school, and community health.
the factors that enable and limit peoples access to products and services that enhance health.
Content Focus: Accessibility of health products and services
Content Limits: Factors determining accessibility of products should include, but are not limited
to, the following:
Eligibility for services/purchase

Parental authorization
Affordability
FDA approval
Proximity to products/services
Accessibility to Internet
Insurance
Transportation
Cultural/religious factors
Knowledge of products/services

Item Types:
Multiple Choice

171
Illustrations, photos, short phrases, or single words that do not match the task or
behavior referenced in the stem
Illustrations, photos, short phrases, or single words showing or describing information
unrelated to the stem.

Item Stem:
There is a new product on the market to treat acne in young people. Which question suggests
the barrier that young people without insurance will face if they want to try the new product?
A.
How effective is it?
B.
How hard is it to use?
C.
How often will I use it?
*D.
How much does it cost?

Prompt:
Give one example of a service that requires parental permission before a student can use it,
and explain why it is important to the students health to get gets the parents permission.
Exemplar Response:
Students need to get their parents permission to donate blood. This is important because the
student may have medical problems that would create a problem if they donate blood and the
parents may want to talk to the students doctor before they donate.
Item Rubric
2 points
The student correctly identifies one of the following health services that requires
parental permission and provides reasoning as to why it is important. These
Donating blood
Body piercing/tattoos
Drivers license
Field trips
Age-restricted media
Medical/dental procedures
1 point
The student correctly identifies one health service that requires parental
permission.
0 points
I dont know.
172
to enhance health.
Benchmark: HE.7.B.3.3 Compare a variety of technologies to gather health information.
Clarification: Use technologies to gather health information.
Performance Level Descriptor: To demonstrate proficiency, students will use technologies to
gather health information.
Content Focus: Technologies for gathering health information
Content Limits: Examples of technologies should include, but are not limited to, the following:
Computer
Cell phone
Television
Audio books
Radio

Item Types:

Prompt:
Describe how you can use a television and an audio book to learn about health related topics.
Exemplar Response:
I can use a television to watch health news. I can use an audio book to listen to self-help
information.
173
Item Rubric
2 points
The student correctly describes one appropriate response for each topic,
including, but not limited to, the following:
Television:
- Watch health programs on public television
- Watch health documentaries
- Pay attention to health-related commercials
- Watch PSAs
Audio Books:
- Listen to self-improvement books
- Listen on the way to school
- Listen to health related-texts
1 point
The student correctly describes one appropriate response.
0 points
174
to enhance health.
Benchmark: HE.7.B.3.4 Differentiate professional health services that may be required.
Clarification: Identify or describe the professional health services that may be sought for
common health needs.
Performance Level Descriptor: To demonstrate proficiency, students will identify or describe
the professional health services that may be sought for common health needs.
Content Focus: Professional health services
Content Limits: Health services should include, but are not limited to, the following:
Dental cleanings
Orthodontics
Family physician services
Counseling services
Pharmacists
Vaccinations/immunizations
Health screenings
Optometrists
Physical/occupational therapists
Medical professionals

Item Types:
Multiple Choice

Illustrations, photos, short phrases, or single words that do not match the health services
Illustrations, photos, short phrases, or single words showing or describing situations
unrelated to those described in the stem
175

Item Stem:
Paula injured her arm during basketball practice. What should she do to make sure the injury is
assessed properly?
*A.
Visit her family doctor to see how badly the arm is hurt
B.
Stop moving her arm to see if the pain goes away
C.
Stop playing sports until the end of the semester
D.
Ask another student to examine her arm

Prompt:
Describe one category of health professional that families use, and explain what that
professional does.
Exemplar Response:
One professional is an orthodontist. Families go to her to have their teeth straightened.
Item Rubric
2 points
The student correctly identifies one of the following professionals and explains
what they do. These include, but are not limited to, the following:
Medical doctor
Dentist
Orthodontist
Optometrist
Pharmacist
Counselor/therapist
1 point
The student correctly identifies one professional.
0 points
I dont know.
176
Standard: 4. Apply effective communication skills when interacting with others to enhance
health.
Benchmark: HE.7.B.4.1 Use skills for communicating effectively with family, peers, and others
to enhance health.
Clarification: Demonstrate the ability to communicate effectively to enhance health.
Performance Level Descriptor: To demonstrate proficiency, students will demonstrate the
ability to use effective communication skills to enhance health.
Content Focus: Interpersonal Communication Skills
Content Limits: Communication skills should include, but are not limited to, the following:
Paraphrasing
Using clear and concise words
Positive body language
Discussion
Using I-messages
Maintaining eye contact
Controlling the tone of voice
Showing empathy/sympathy
Validation through acknowledgement

Item Types:
Performance Task
177

Materials:
None
Setup:
Prompt:
Say: Imagine that you received news that your sibling has won an award.
Say: Show me two ways to express your support to maintain a health family relationship
with your sibling.
Listen, watch, and records the students response.

Item Rubric
2 points
The student correctly demonstrates two healthy communication skills. These
skills can include, but are not limited, to the following:
Verbal: encouraging words, clear information, positive affirmations
Non-verbal: high-five, hug, smiles, clapping, hand-shake
1 point
The student correctly demonstrates one healthy communication skill.
0 points
178
Benchmark: HE.7.B.4.2 Demonstrate refusal, negotiation, and collaboration skills to enhance
health and reduce health risks.
Clarification: Describe or demonstrate the use of refusal, negotiation, and collaboration skills to
enhance health and reduce health risks.
demonstrate the use of refusal, negotiation, and collaboration skills to enhance health and
reduce health risks.
Content Focus: Refusal, negotiation, and collaboration skills
Content Limits: Refusal, negotiation or collaboration skills should include, but are not limited
to, the following:
Using direct statements

Working together
Compromising
Non-verbal cues/body language (maintaining eye contact, positive voice inflection)

Item Types:

Performance Task
179

Prompt:
Describe a situation when you might be forced to compromise. Then, explain how you would
compromise to achieve a positive result.
Exemplar Response:
If my friend wanted to go to the mall, and I wanted to go to the movie, I might compromise by
agreeing to go to the mall today if we could go to the movie tomorrow.
Item Rubric
2 points
The student correctly describes one of the following situations where he or she
might be forced to compromise:
When parents/friends/siblings/other people want one thing and the
student wants another
When the student wants to buy something and cant afford it
AND
The student explains a positive way to compromise.
1 point
The student correctly describes a situation where he or she might be forced to
compromise.
0 points
I dont know.
180

Materials:
None
Setup:
Prompt:
Say: Imagine that a friend asks you to skip class with him and go to a local store off the
school property.
Say: Explain or show me two healthy ways to respond to his request.
Listen, watch and record the students response

Item Rubric
2 points
The student correctly demonstrates two healthy refusal or negotiation skills.
These can include, but are not limited, to the following:
Saying no
Walk away
Suggesting that they wait until after school
Reminding the friend that it would break school rules to leave the property
and skip class
1 point
The student correctly demonstrates one healthy refusal or negotiation skill.
0 points
181
Benchmark: HE.7.B.4.3 Articulate the possible causes of conflict among youth in schools and
communities.
Clarification: Identify and describe possible causes of conflict among youth in schools and
communities.
possible causes of conflict among youth in schools and communities.
Content Focus: Causes of conflict
Content Limits: The identification of causes should include, but are not limited to, the following:
Prejudice, diversity, and stereotypes

Substance use
Group dynamics
Jealousy
Conflict of interest
Family influence
Gang affiliations
Miscommunication/dishonesty/hearsay
Social media
Bullying
Mental/emotional health issues

Item Types:
Multiple Choice
182


Item Stem:
A new student has just moved to the United States from another country and continues to wear
her countrys traditional clothing. She is not sure how the other students will treat her. Which
emotion is she concerned about receiving from the other students?
*A.
Dislike because she is different
B.
Anger because the class is now larger
C.
Fear because they cant understand her
D.
Resentment because she is disrupting the class
183

Prompt:
Describe two examples of how the use of illegal drugs can cause conflicts amongst youths in
school.
Exemplar Response:
If a lot of students use illegal drugs, new rules will probably be put in place that will apply to all
the students, not just the ones doing drugs. Also, there may be more violence between
students.
Item Rubric
2 points
The student correctly describes two examples of the negative impact that illegal
drugs can have on a school. These include, but are not limited to, the following:
Academics will suffer
There will be more fights
Dangerous people may start visiting the school
Schools reputation will suffer
More rules will be put in place
Crime
Students relationships
Incentives will drop (after-school activities, social events)
1 point
The student correctly describes one example of the negative impact that illegal
drugs can have on a school.
0 points
I dont know.
184
Benchmark: HE.7.B.4.4 Demonstrate how to ask for assistance to enhance the health of self
and others.
Clarification: Describe or demonstrate common ways to ask for assistance to improve the
personal health of self and of others.
demonstrate common ways to ask for assistance to improve the personal health of self and of
others.
Content Limits: Ways to ask for assistance should include, but are not limited to, the following:
Using I-messages
Asking on behalf of a friend
Making a written request
Role-playing
Body language

Item Types:

Performance Task
185

Prompt:
Dimitri wants to change the schools policy on the kinds of foods that are served in the student
cafeteria.
Explain how Dimitri should present his ideas to the school principal. Then, explain why this
would be a good approach.
Exemplar Response:
He should write a letter to the principal. That way, he can make all his points and the principal
will have something he can refer to later.
Item Rubric
2 points
The student correctly identifies one of the following ways that Dimitri can make
his point:
Go in person
Write a letter
Send an e-mail
Gather a committee
Ask a friend to join him
Stop the principal in the hall
Tell a trusted adult
AND
The student describes an explanation for why this would be a good choice.
1 point
The student correctly identifies one way that Dimitri can make his point.
0 points
I dont know.
186

Materials:
Paper/Pencil
Setup:
Prompt:
Say: Imagine that you would like to ask a teacher to be a sponsor for your sports club.
Say: Explain or show me two ways to ask the teacher for assistance.

Item Rubric
2 points
The student correctly demonstrates two ways to ask for assistance. These can
include, but are not limited, to the following:
Writing down a list for the teacher of reasons that he or she would be a
good sponsor
Verbally responseUsing polite language
1 point
The student correctly demonstrates two ways to ask for assistance.
0 points
187
Benchmark: HE.7.B.5.2 Select healthy alternatives over unhealthy alternatives when making a
decision.
Clarification: Identify, describe, and choose healthy alternatives over unhealthy alternatives
when making decisions.
Performance Level Descriptor: To demonstrate proficiency, students identify, describe, and
choose healthy alternatives over unhealthy alternatives when making decisions.
Content Focus: Healthy and unhealthy alternatives in decision making
Content Limits: Healthy and unhealthy alternatives should include, but are not limited to, the
following:
Substance abuse
Use of safety equipment
Safety on the computer and the Internet
Food choices
Weight management
Relationships
Medical procedures
Peer pressure
Conflict resolution

Item Types:
Multiple Choice

188
Illustrations, photos, short phrases, or single words that do not match the alternatives

Item Stem:
Margot enjoys surfing the Internet and has found a site that looks interesting. To join the site,
she needs to provide a picture of herself and her mailing address.
What should she do?
A.
Join the site but use a made-up address instead of her real one
B.
Find a different site that does not ask for a picture, only an address
*C.
Find a different site that does not require so much personal information
D.
Join the site but pay close attention to the types of people who visit the site

Prompt:
Brian loves science class, especially the experiments, but he does not like the rules. Here are
some of the rules Brian dislikes:
Wear plastic goggles at all times.

Wear a rubber apron.
Wear fire-resistant gloves.
Explain why the rules are necessary. Then, explain what a possible consequence could be if
Brian does not follow one of the rules.
Exemplar Response:
The rules are necessary because they keep him safe. If he does not wear the goggles, for
instance, chemicals could splash up and hurt his eyes.
Item Rubric
2 points
The student correctly provides one explanation for why the rules are necessary
and provides one explanation of a possible consequence. These include, but are
His eyes could be hurt.
He could be burned or injured.
His clothes could be damaged.
If he drops something he could hurt someone else.
1 point
0 points
I dont know.
189
Benchmark: HE.7.B.5.4 Determine when individual or collaborative decision-making is
appropriate.
Clarification: Identify or explain when personal or collaborative decision-making is appropriate.
Performance Level Descriptor: To demonstrate proficiency, students will identify or explain
when personal or collaborative decision-making is appropriate.
Content Focus: Personal and collaborative decision making
Content Limits: Decision-making situations should include, but are not limited to, the following:
Substance use
Harassment
Gang involvement
Abuse
Peer pressure
Bullying
Family involvement
Medical procedures
Relationships
Item Types:
Multiple Choice

190
Illustrations, photos, short phrases, or single words that do not match the decisionmaking situations referenced in the stem

Item Stem:
A new gang wants to pull new members from a small town that doesnt have any gangs yet.
Which action should the young people of the town take?
A.
Ignore the gang and hope they lose interest and leave
B.
Nominate one person to make the decision for everyone
*C.
Bring all the young people together and talk to the police
D.
Leave the decision up to individuals without consulting others

Prompt:
Peter is being bullied by one of the larger boys at school. He has decided to ask his friends for
advice on what he should do.
Describe two reasons explaining why asking his friends will help Peter.
Exemplar Response:
His friends will be able to help him come up with a way to deal with the bully, and having their
support will make him feel better.
Item Rubric
2 points
The student correctly describes two correct reasons. These can include, but are
They will give good advice
He wont feel so alone
It may help him get another perspective
Help him seek assistance from a trusted adult
They can help him address the bully
1 point
The student correctly describes one correct reason.
0 points
I dont know.
191
Strand: Concepts
Benchmark: HE.6.C.5.5 Predict the short- and long-term consequences of engaging in health
risk behaviors.
Clarification: Identify or describe the consequences of engaging in health risk behaviors in both
the short- and long-term.
the short and long-term consequences of health risk behaviors.
Content Focus: Health risk behaviors
Content Limits: The identification of the consequences of health risk behaviors should include,
Smoking (e.g., odor, stained teeth, addiction, disease)

Lack of exercise (e.g., poor performance, depression, obesity, heart disease)
Poor diet (e.g., energy levels, skin problems, obesity, self-image concerns, diabetes,
heart disease)
Substance abuse (e.g. addiction)
Sun safety
Weapon safety
Proper rest

Item Types:
192

Prompt:
List two short-term consequences of smoking cigarettes.
Exemplar Response:
Two short-term consequences of smoking cigarettes are having bad breath and coughing right
after you smoke.
Item Rubric
2 points
The student correctly identifies at least two of the following short-term
consequences of cigarette smoking:
Shortness of breath
Increased heart rate
Increased blood pressure
Bad smelling clothing
Bad smelling breath
Dizziness
Coughs/colds
Reduction in appetite
1 point
The student correctly identifies one consequence of smoking.
0 points
I dont know.
193
Benchmark: HE.7.B.6.1 Analyze personal beliefs as they relate to health practices.
Clarification: Describe the effect of personal beliefs on health practices.
Performance Level Descriptor: To demonstrate proficiency, students will describe ways
personal beliefs affect health practices.
Content Focus: Analyze personal beliefs in health
Content Limits: Personal beliefs as they relate to health practices should include, but are not
Weight management
Disease prevention
Sharing personal information
Internet usage
Safety practices
Nutritional choices
Cultural and religious beliefs

Item Types:
Multiple Choice

Item Stem:
Ellen wants to lose weight. She decides to train for a half marathon race in order to increase
her level of fitness.
Which action should she take to achieve her goal of running the race?
A.
Use nutritional supplements
B.
Buy new athletic running gear
C.
Run outside during the weekends
*D.
194
Set short and long term training goals

Prompt:
Identify one personal belief about maintaining a healthy weight. Then, describe how that belief
helps you attain a healthy weight.
Exemplar Response:
I think that to maintain a healthy weight you should exercise regularly. Exercising regularly helps
you burn calories and keep your weight under control.
Item Rubric
2 points
The student correctly identifies one personal health belief about maintaining a
healthy weight and describes how that belief attains the goal of a healthy weight.
Beliefs and descriptions of attaining those goals can include, but are not limited
to, the following:
Exercise regularlyburns calories
Eat a healthy dietkeeps fat and sugar content low
1 point
The student correctly identifies one personal health belief about maintaining a
healthy weight.
0 points
I dont know.
195
Benchmark: HE.7.B.6.2 Devise an individual goal (short or long term) to adopt, maintain, or
improve a personal health practice.
Clarification: Design an individual goal to improve on a personal health practice.
Performance Level Descriptor: To demonstrate proficiency, students will design an individual
goal to improve a personal health practice.
Content Focus: Personal Health Practice
Content Limits: Goals to improve a personal health practice should include, but are not limited
to, the following:
Conflict resolution
Physical activity
Eating habits
Safety habits
Computer use and safety
Bullying prevention skills
Personal hygiene

Item Types:
Multiple Choice

Item Stem:
Sam wants to improve his practice of wearing safety equipment when exercising.
Which action should he take to achieve this goal?
A.
Buy new safety equipment
B.
Perform a safety check on the equipment
C.
Encourage friends to wear safety equipment
*D.
196
Develop a tracking log of how often he wears the equipment
Benchmark: HE.7.B.6.3 Explain strategies and skills needed to assess progress and
maintenance of a personal health goal.
Clarification: Identify and explain a strategy or skill needed to attain/maintain a personal health
goal.
Performance Level Descriptor: To demonstrate proficiency, students will identify and explain
a strategy or skill needed to attain/maintain a personal health goal.
Content Focus: Attain/maintain a personal health goal
Journaling
Daily checklists
Calorie counters
Pedometers
Support groups
Buddy system
Health/Fitness clubs
Develop plans/goals

Item Types:
197

Prompt:
Richard is overweight and out of shape and wants to become healthier.
Describe two strategies that Richard could use to achieve his goal of becoming physically
healthier
Exemplar Response:
Richard could join a support group and he could join a gym
Item Rubric
2 points
The student correctly describes two strategies for achieving a health goal of
losing weight. These include, but are not limited to, the following:
Join a support group
Join a gym
Create a diet plan
Develop a workout routine
Journaling/logs
Set goals (short/long term)
Activity journal
1 point
The student correctly describes one strategy for achieving the health goal of
losing weight.
0 points
I dont know.
198
Strand: Promotion
Benchmark: HE.7.P.7.1 Examine the importance of assuming responsibility for personal health
behaviors.
Content Limits: Personal health behaviors referenced in this stem should include, but are not
Having medical/dental checkups

Proper Nutrition
Engaging in regular physical activity
Avoiding substance abuse
Seeking medical advice in a timely manner

Item Types:
199

Prompt:
Give two reasons why it is important to get medical advice when you are ill.
Exemplar Response:
You need to get medical advice so that the problem doesnt get worse, and so you can find out
how to keep it from happening again.
Item Rubric
The student correctly identifies two reasons to get medical advice. These include,
2 points
To keep from getting sicker
Determine source of illness
To keep the problem from reoccurring
To learn what is happening
To keep the problem from spreading to others
1 point
The student correctly identifies one reason to get medical advice.
0 points
I dont know.
200
Strand: Promotion
Benchmark: HE.7.P.7.2 Experiment with behaviors that will maintain or improve personal
health and reduce health risks.
Clarification: Identify and describe healthy practices and behaviors that maintain or improve
personal health and reduce health risks.
healthy practices and behaviors that maintain or improve personal health and reduce health
risks.
Content Focus: Healthy practices and behaviors
Content Limits: Healthy practices and behaviors should include, but are not limited to, the
following:
Assessing influence of advertising

Participating in physical activities
Fostering healthy relationships
Setting healthy goals
Avoiding drugs and alcohol
Choosing healthy foods
Obeying school and community safety rules/laws
Recycling
Peer refusal skills
Problem solving skills

Item Types:
Multiple Choice

sentences.
201
Photographs, illustrations, or descriptions of practices and behaviors that do not improve

personal health
Photographs, illustrations, or descriptions of practices and behaviors not referenced in
the item stem

Item Stem:
Why should someone set goals when starting a new program?
A.
To receive full credit for the programs success
*B.
To have a measure of how well you are doing
C.
To be able to duplicate the program later on
D.
To tell others how hard the program is to do

Prompt:
Reece has just moved to a new town. She does not know anyone in her school.
What are two behaviors that Reece can do to help her make friends?
Exemplar Response:
She should listen more than she talks, and she should be very friendly.
Item Rubric
The student correctly identifies two correct behaviors that Reece can do to help
2 points
her make friends. These include, but are not limited to, the following:
Be a good listener
Be friendly
Use open body language
Say hello
Join a club or team
Smile at people
Introduce herself
Ask people what their names are
1 point
The student correctly identifies one correct behavior.
0 points
I dont know.
202
Strand: Promotion
Benchmark: HE.7.P.8.1 Utilize the influence of others to promote positive health choices.
Clarification: Describe how to utilize the influence and support of others in promoting health
choices.
utilize the support of others in promoting health choices and decisions.
Content Focus: Utilize positive influences
Content Limits: Ways to utilize help from others should include, but are not limited to, the
following:
Seek help from school support staff

Practice conflict resolution with a friend
Ask for help in consumer purchases
Solicit suggestions for enhancing or maintaining healthy behaviors
Seek information from reliable sources (parents, medical professionals, media)

Item Types:
203

Prompt:
Describe two ways to utilize the help of a friend in making a wise purchase of sunscreen.
Exemplar Response:
A friend could help me look up information about different types of sunscreen that I could buy. A
friend could also go with me to the store and help me decide which item to buy.
Item Rubric
2 points
The student correctly describes two ways to utilize the help of a friend when
making purchases. Ways to utilize help or support can include, but are not
Looking up information together
Asking a third party for information
Accompanying the student to the location of the item for purchase
Asking the friend for opinions/advice
1 point
The student correctly describes one way to utilize the help of a friend when
making purchases.
0 points
I dont know.
204
Strand: Promotion
Benchmark: HE.7.P.8.2 Articulate a position on a health-related issue and support it with
accurate heath information.
Clarification: Describe a position on a given topic and explain how to support that choice with
accurate information
Performance Level Descriptor: To demonstrate proficiency, students will identify a healthenhancing position on a topic and describe ways to support that position with accurate
information.
Content Focus: Support a position
Content Limits: Health-enhancing positions should include, but are not limited to, the following:
Bullying prevention
Internet safety
Nutritional choices
Validity of information
Substance abuse
Relationships
Active lifestyle
School involvement

Item Types:
205

Prompt:
Identify a position on bullying in schools and describe how you would support that position with
Exemplar Response:
I think bullying in schools should be prevented and stopped. I would support my opinion with
information about the effects of bullying and provide ways that bullying behavior can be
prevented in schools.
Item Rubric
The student correctly identifies a position on bullying and describes a way to
2 points
support that position with valid information. These include, but are not limited to,
the following:
PositionBullying is wrong, bullying should be prevented/stopped
Supportdata on bullying events in schools, prevention methods,
information on effects of bullying
1 point
The student correctly identifies a position on bullying.
0 points
I dont know.
206
Strand: Promotion
Benchmark: HE.7.P.8.3 Work cooperatively to advocate for healthy individuals, peers, and
families.
Clarification: Describe ways to work with others to advocate for healthy individuals and
communities.
work with others to advocate for improving the health of individuals and communities.
Content Focus: Advocating health
Assist/conduct needs assessments

Write advocacy letters
Volunteer
Work with others
Organize committees
Schedule healthy family activities

Item Types:
207

Prompt:
Identify one way to work with a family member to advocate for incorporating regular exercise
into your familys daily routine. Then, describe how that action will benefit your familys fitness.
Exemplar Response:
I could work with my parent to create an exercise schedule for the whole family. This would help
my family improve their fitness on a daily basis.
Item Rubric
2 points The student correctly identifies one way to work with a family member for enhancing
family fitness and describes how that action impacts the familys health. Examples of
ways to advocate for health and their descriptions of influencing the family can include,
but are not limited to:
Create exercise routinehelps keep family on a daily fitness schedule
Research types of exercises to doprovides knowledge of exercise
techniques/intensity/duration
1 point
The student correctly identifies one way to work with a family member to enhance
family fitness.
know.
208
Strand: Promotion
community health.
Benchmark: HE.7.P.8.4 Analyze ways health messages can target different audiences.
Clarification: Identify and describe ways that health messages and communication techniques
used to target different audiences.
ways that health messages and communication techniques are targeted for different audiences.
Content Focus: Health messages
Content Limits: Health messages and communication techniques should include, but are not
Advertisements (peoplee.g., movie stars, cartoon characters, athletes; clothing style;

music style; cultural and ethnic targeting)
Media campaigns
Health fairs
Community events

Item Types:
Multiple Choice

sentences.
Photographs, illustrations, or descriptions of media techniques that do not involve

targeting an audience
Photographs, illustrations, or descriptions of techniques or audiences that are not those
209

Item Stem:
A new commercial shows famous athletes using their cell phones to download music videos.
Which age group is a likely target audience of this advertisement?
A.
Under 9
*B.
10 to 20
C.
40 to 60
D.
Over 70

Prompt:
A local school is planning to hold a health fair for members of the community. The fair will
include medical experts from the surrounding area.
Give two examples of benefits that the health fair can provide to the people of the community.
Exemplar Response:
The health fair will inform people of the types of health care that are available, and will give
people a chance to ask questions about their health.
Item Rubric
The student correctly identifies two benefits from a health fair. These include, but
2 points
Meeting medical providers
Asking questions
Learning new technologies
Receiving informational materials
Learning new products and services
Illness/injury prevention
1 point
The student correctly identifies one benefit from a health fair.
0 points
I dont know.
210
211
SPECIFICATIONS
FOR
GRADE 8
212
213
Standard: LAFS.8.RL.2.3
Cluster: 2. Craft and Structure
Standard: LAFS.8.SL.2.3 Analyze how particular lines of dialogue or incidents in a story or
drama propel the action, reveal aspects of a character, or provoke a decision.
Clarification: Analyze lines in a health related text.
Performance Level Descriptor: To demonstrate proficiency, students will cite specific lines of
text when describing influences on a sequence of events.
Content Focus: Analyzing health texts
Content Limits: Texts may include, but are not limited to, topics containing the following:
Hygiene
Illness
Mental health
Nutrition
Vaccinations
Safety
Substance abuse
Bullying

Item Types:
Multiple Choice
214

sentences.
Standard: LAFS.8.RL.2.6
Cluster: 2. Craft and Structure
Standard: LAFS.8.SL.2.6 Determine an author's point of view or purpose in a text and analyze
how the author acknowledges and responds to conflicting evidence or viewpoints.
Clarification: Determine authors point of view
Performance Level Descriptor: To demonstrate proficiency, students will cite evidence for an
authors point of view in a health related text.
Content Focus: Health opinions
Content Limits: Texts may include, but are not limited to, topics containing the following:
Hygiene
Illness
Mental health
Nutrition
Vaccinations
Safety
Substance abuse
Bullying

Item Types:
Multiple Choice

sentences.
215
Strand: Writing
Standard: LAFS.8.W.1.1: Write arguments to support claims with clear reasons and relevant
evidence.
Clarification: Write an argument on a health position.
Performance Level Descriptor: To demonstrate proficiency, students will write an argument
on a health position using clear and concise reasons and evidence as support.
Content Focus: Writing about health topics
Hygiene
Illness
Mental health
Nutrition
Vaccinations
Safety
Substance abuse
Bullying

Item Types:
216
Strand: Writing
Cluster: 3. Research to Build and Present Knowledge
Standard: LAFS.8.W.3.8 Gather relevant information from multiple print and digital sources,
using search terms effectively; assess the credibility and accuracy of each source; and quote or
paraphrase the data and conclusions of others while avoiding plagiarism and following a
standard format for citation.
Clarification: Using resources to answer questions.
Performance Level Descriptor: To demonstrate proficiency, students will use print or digital
resources to use their own words to describe health topics and draw conclusions.
Content Focus: Using Resources
Content Limits: Resources may be informational such as articles, digital resources,
instructions or recipes. Topics may include, but are not limited to, the following:
Hygiene
Illness
Mental health
Nutrition
Vaccinations
Safety
Substance abuse
Bullying
Recommended DOK Level: High

Item Types:
Performance Task
217
Standard: LAFS.8.SL.2.5 Integrate multimedia and visual displays into presentations to clarify
information, strengthen claims and evidence, and add interest.
Content Limits: Topics may include, but are not limited to, containing the following:
Hygiene
Illness
Mental health
Nutrition
Vaccinations
Safety
Substance abuse
Bullying

Item Types:
218
Performance Task
Standard: LAFS.68.WHST.1.1a
Standard: LAFS.68.WHST.1.1a Introduce claim(s) about a topic or issue, acknowledge and
distinguish the claim(s) from alternate or opposing claims, and organize the reasons and
evidence logically.
Clarification: Distinguish claims about health topics or issues.
Performance Level Descriptor: To demonstrate proficiency, students will logically describe
differing claims on health topics citing evidence and reasons.
Content Focus: Evidence for health claims
Content Limits: Students must be provided a specific topic when instructed to distinguish
claims. Topics may include, but are not limited to, the following:
Hygiene
Illness
Mental health
Nutrition
Vaccinations
Safety
Substance abuse
Bullying

Item Types:
Performance Task
219
writing as well as to interact and collaborate with others; demonstrate sufficient command of
keyboarding skills to type a minimum of three pages in a single sitting.
Hygiene
Illness
Physical health and fitness
Mental health
Nutrition
Vaccinations
Safety
Substance abuse
Bullying

Item Types:
220
Performance Task
to enhance health.
Benchmark: HE.8.B.3.1 Analyze valid and reliable health services and the cost of products.
Clarification: Identify and explain the validity of health information, products, and services;
compare the cost of these products and services and determine how cost can be used to
assess value.
the validity of health information, products, and services and compare the cost of health
products and services and determine value.
Content Focus: Validity of health information and the cost of health products and services
Content Limits: Valid health information, products, and services should include, but are not
Advertisements
Health claim articles
Personal care product claims
Tobacco use information
Internet resources
Medical personnel
Prescription product information
Health journals, health magazines, health textbooks
Testimonials
Health educators/licensed instructors
Professional health organizations
First Aid/CPR guidelines
MyPlate.gov
The identification of health products and services should include, but are not limited to, the
following:
Health care products (skin, hair, teeth, body)

Nutritional supplements (vitamins and minerals)
Health care providers
Prescriptions
Generic vs. trade brands

Item Types:
Multiple Choice
221

Performance Task

222
Illustrations, photos, short phrases, or single words that do not match valid health
information referenced in the stem
Illustrations, photos, short phrases, or single words identifying valid health information or
describing students engaging in activities that do not match the behavior referenced in
the stem

Item Stem:
Brian wants to buy a multi-vitamin. He sees advertisements for different brands, each claiming
to have the best product.
Which action should he take before he buys one of the products?
*A.
Compare the nutrition labels of each product
B.
Research one of the products on the Internet
C.
Ask a friend about which vitamin product he uses
D.
Buy the vitamin products in the nicest-looking package
223

Prompt:
List one criterion for evaluating the validity of health information and describe why it is an
important rule to follow.
Exemplar Response:
One criterion for evaluating the validity of health information is to check that the information
came from a reliable and trustworthy source. This is important because you want to follow
correct and accurate information regarding health.
Item Rubric
The student correctly lists one criterion for evaluating the validity of health
2 points
information and describes why it is important. These include, but are not limited
to, the following:
Reliable sourcecheck accuracy of information
Up-to-datewant current health information
Age appropriatehealth information is for correct age of person (child or
adult)
1 point
The student correctly lists one criterion for evaluating the validity of health
information.
0 points
I dont know.
224

Materials:
None
Setup:
Prompt:
Say: Assume you have been told by your doctor to supplement your diet with vitamins.
You may purchase the vitamins in a specialty store, or at your local discount store.
Which would you choose? Give two reasons to support your answer.

Item Rubric
2 points
The student makes a choice and supports it with two reasons,
OR
The student supports each choice with one reason. Responses may include, but
Specialty store:
- Better quality
- Better selection
- Knowledgeable sales staff
Discount store:
- Better prices
- Accessibility
1 point
The student gives support for one choice.
0 points
225
to enhance health.
Benchmark: HE.8.B.3.2 Analyze the accessibility, validity, and reliability of products and
services that enhance home, school, and community health.
the factors that affect peoples ability to access products and services that enhance health as
well as factors that affect the validity and reliability of these products.
Content Focus: Accessibility, validity, and reliability of products and services
Content Limits: Factors determining accessibility of products and services should include, but
Eligibility for services / purchase

Parental authorization
Affordability
Availability
Location
Accessibility of technology (Internet, phone)
Age appropriate
Reliability of advertisements, articles, and infomercials
Web-based products
Health department
Community agencies
Prescribed medications vs. over-the-counter

Item Types:
Multiple Choice
226

Illustrations, photos, or descriptions of factors that do not affect the accessibility of health
products and services
Illustrations, photos, or descriptions of factors that affect the accessibility of health
products and services which are not referenced in the stem
Illustrations, photos, or descriptions of factors that affect the accessibility of non-healthrelated products and services
227

Item Stem:
Medical services are available for certain populations, such as the elderly, to provide prevention
and treatment of illness or disease. What is one rule that must be met before these services can
be used?
A.
The services are similar in cost.
B.
The results of the services are good.
*C.
D.
The people are eligible for the service.

The people live near the services offered.

Prompt:
Identify one example of a health service that requires a parents permission. Then, identify
another example of a health service that does not require a parents permission.
Exemplar Response:
Students need a parents permission to get a vaccine. Students do not need a parents
permission to get a bandage from the school nurse or teacher.
Item Rubric
2 points
permission and one health service that does not require parental permission.
Requires permissionvaccine, donate blood, medical checkups, x-rays,
prescription medicine
Does not require permissionbandages, ice packs from school nurse or
coach, emergency CPR from a trained professional
1 point
permission OR one health service that does not require parental permission.
0 points
I dont know.
228
to enhance health.
Benchmark: HE.8.B.3.3 Recommend a variety of technologies to gather health information.
Clarification: Identify and describe health technologies that can be used to obtain accurate
health measures and assessments.
health technologies used to obtain valid health measures and assessments.
Content Focus: Technologies for gathering health information
Content Limits: Technologies should include, but are not limited to, the following:
Glucose monitors
MRIs
EKGs
CAT-scans
X-rays
Ultrasound
Blood pressure monitor
Heart rate monitor
Stethoscope
Thermometer
Pedometer

Item Types:
229

Prompt:
Identify a technology that hospitals and doctors use to diagnose medical conditions, and
recommend why that technology is useful.
Exemplar Response:
Doctors can use X-Rays to diagnose a medical problem. X-rays help the doctors see bones
and let them know if any bones are broken or misshapen.
Item Rubric
2 points
The student correctly identifies a technology and its useful purpose. Responses
may include, but are not limited to, the following:
X-Rays/gives information about the bones
EEG/gives information about the brain
Blood pressure/heart rate/EKG/gives information about the heart
Ultrasound/Pet scan/CT scan/MRI/gives information about the inside
of the body
Blood glucose monitor/gives information about blood sugar
Thermometer/measures body temperature
Stethoscope/listen to internal organs
1 point
The student correctly identifies a technology.
0 points
I dont know.
230
to enhance health.
Benchmark: HE.8.B.3.4 Determine situations when specific professional health services or
providers may be required.
Clarification: Identify or describe when professional health services may be required for
common health needs.
when professional health services may be required for common health needs.
Content Focus: Situations requiring professional health services
Content Limits: Situations requiring professional health services should include, but are not
Dental emergencies
Medical emergencies
Illnesses
Accidental injuries
Special needs services
Eating disorders
Behavioral disorders (signs of depression, anxiety, hyperactivity)

Item Types:
Multiple Choice

231
Illustrations, photos, or descriptions of situations that do not require professional health

providers and services
Illustrations, photos, or descriptions of professional health providers or services not
Illustrations, photos, or descriptions of situations that require professional health
providers and services not referenced in the stem
Illustrations, photos, or descriptions of non-professional health-related providers and
services

Item Stem:
Liams tooth has been aching for several weeks when he eats cold foods. The pain is increasing
over time.
Which action should Liam take?
A.
Use a toothpaste designed for sensitive teeth
B.
Chew his food on the other side of his mouth
C.
Stop eating cold food and beverages
*D.
Visit the dentist for an examination

Prompt:
Paul struggles with anxiety and feeling highly stressed in school. Identify one person he could
seek to get help and describe what kind of help he could receive.
Exemplar Response:
Paul could go to a counselor. A counselor would help Paul work through his anxiety and find
ways to help him reduce stress in his school life.
Item Rubric
2 points
The student correctly identifies one helper and describes the kind of help that
would be received. These include, but are not limited to, the following:
Counselorreduce anxiety, make goals, coaching/support
Trusted adultcomfort, support, help
Teacherguidance, support, tutoring
1 point
The student correctly identifies one helper.
0 points
I dont know.
232
Benchmark: HE.8.B.4.1 Illustrate skills necessary for effective communication with family,
peers, and others to enhance health.
Clarification: Identify and describe skills to effectively communicate with family, peers, and
others for better health.
skills to communicate with family, peers, and others to enhance health.
Content Focus: Communication skills
Content Limits: Communication skills to enhance health should include, but are not limited to,
the following:
Refusal skills
Nonverbal communication (open body language, eye contact)
Asking questions
Paraphrasing
Role-playing
Positive reinforcements
Open forum (safe zone)

Item Types:

Performance Task
233

Prompt:
Joey went to a party at his friends house. During the party, Joeys friend asked him if he wanted
to drink some alcohol.
Describe two actions that Joey can take to refuse his friends offer.
Exemplar Response:
He could say, No thanks and could walk away from his friend.
Item Rubric
2 points
The student correctly describes two refusal skills. These include, but are not
Say, No, thanks.
Give a reason: I am not allowed, it is illegal, I dont like the taste
Walk away
Suggest a healthy alternative
1 point
The student correctly describes one refusal skill.
0 points
I dont know.
234

Materials:
None
Setup:
Prompt:
Say: Imagine that a friend has accused you of taking his class notebook.
Say: Explain or show me two healthy ways to communicate in response.
Listen, watch, and records the students response.

Item Rubric
2 points
The student correctly demonstrates two healthy communication skills. These
skills can include, but are not limited, to the following:
Verbal: using I statements, speaking calmly and clearly, keeping your
voice volume and tone at a relaxed level
Non-verbal: maintaining composure
1 point
The student correctly demonstrates one healthy communication skill.
0 points
235
Benchmark: HE.8.B.4.3 Examine the possible causes of conflict among youth in schools and
communities.
Clarification: Identify or describe possible causes of conflict among youth in schools and
communities and explain the reasons why they may lead to conflict.
possible causes of conflict among youth in schools and communities.
Content Focus: Causes of conflict
Content Limits: Causes of conflict should include, but are not limited to, the following:
Prejudice, diversity, and stereotypes

Bullying
Substance use
Social/dating relationships
Group dynamics
Jealousy
Conflict of interest
Family influence
Gang affiliations
Miscommunication/dishonesty/hearsay
Mental/emotional health issues

Item Types:
Multiple Choice
236

Illustrations, photos, or descriptions of conflict causes or reasons that are not referenced
in the stem
Illustrations, photos, or descriptions of conflict causes that are not related to conflict
among youth in schools

Item Stem:
Pin Ling recently moved to the United States from China. He is having a hard time fitting in with
his classmates at school. He also has been arguing more with his siblings at home.
What reason is the likely cause of his bad temper?
A.
He has too much work to do.
*B.
He feels different and lonely.
C.
He does not like one of his classes.
D.
He thinks his siblings are mean to him.

Prompt:
Students with similar interests or appearance may form cliques. Name one positive and one
negative aspect of being part of a clique.
Exemplar Response:
Being in a clique gives you a sense of belonging to a group. However, cliques can exclude
others from feeling welcome and included.
Item Rubric
The student correctly identifies a positive and a negative side to clique behavior.
2 points
Positivesense of belonging, group of friends, support, safety in
numbers
Negativeexcludes others, jealousy, peer pressure, bullying
1 point
The student correctly identifies a positive OR a negative side to clique behavior.
0 points
I dont know.
237
Benchmark: HE.8.B.4.4 Compare and contrast ways to ask for and offer assistance to enhance
the health of self and others.
Clarification: Identify and explain similarities and differences between common ways to offer
and ask for assistance to improve the personal health of self and of others.
similarities and differences between ways to offer and ask for assistance to improve the
personal health of self and of others.
Content Limits: Types of assistance should include, but are not limited to, the following:
Using I-messages
Asking directly
Asking on behalf of a friend
Making a written request
Role-playing
Body language

Item Types:
238

Prompt:
You and a friend want to become more physically fit so that you both can try out for the softball
team. Describe one healthy way to ask for assistance and one healthy way to offer assistance in
becoming more physically fit.
Exemplar Response:
I could ask the softball coach for exercises to practice. I could help my friend by offering to
practice throughout the week together.
Item Rubric
The student correctly describes one healthy way to ask for assistance and one
2 points
healthy way to offer assistance in becoming more physically fit. These include,
Askcoach/PE specialist, members of the softball team
Offerpractice with friend, develop exercise plan
1 point
The student correctly describes one healthy way to ask for assistance OR one
healthy way to offer assistance in becoming more physically fit.
0 points
I dont know.
239
Benchmark: HE.8.B.5.1 Determine when health-related situations require the application of a
thoughtful, prepared plan of action.
Clarification: Identify and describe health-related situations that require a thoughtful decisionmaking process.
health-related situations that require a thoughtful decision-making process.
Content Focus: Thoughtful decision-making processes
Content Limits: Health-related situations should include, but are not limited to, the following:
Prescription drug use and abuse

Riding in a vehicle with an underage driver
Selection of nutritious foods
Dealing with mental health issues
Exercise goals/plan
Weight management goals/plan
Medical procedures
Peer pressure in relationships
Responsible sexual behavior

Item Types:
Multiple Choice

240
Illustrations, photos, short phrases, or single words that do not match the situations
Illustrations, photos, short phrases, or single words unrelated to the situations
referenced in the stem.

Item Stem:
Emily wants to bring bags of homemade trail mix as a snack for her softball team. Which
statement describes what is required to make this goal happen?
A.
Plenty of time to eat the snack
B.
Desire of the team to want the mix
C.
Nutritional quality of the ingredients
*D.
Planning and time to make the bags

Prompt:
Sybella has a problem with eating and notices that her body is very unhealthy. She decides to
get some help.
Identify two steps she could take to achieve the goal of getting help for an eating disorder.
Exemplar Response:
She should tell an adult and she should seek a counselor for help.
Item Rubric
The student correctly identifies two steps to take to get help for an eating
2 points
disorder. These include, but are not limited to, the following:
Talk to a health professional
Seek counseling
Enroll in a healthy eating program
1 point
The student correctly identifies one step to take to get help for an eating
disorder.
0 points
I dont know.
241
Benchmark: HE.8.B.5.2 Categorize healthy and unhealthy alternatives to health-related issues
or problems.
Clarification: Identify and describe healthy and unhealthy alternatives to health-related issues
or problems.
healthy and unhealthy alternatives to health-related issues or problems.
Content Focus: Healthy and unhealthy alternatives
Content Limits: Health-related issues and problems should include, but are not limited to, the
following:
Prescription drug use and abuse

Bullying
Peer pressure
Stress management
Self-esteem
Weight management
Nutrition choices
Relationships
Medical Procedures

Item Types:
Multiple Choice

242
Illustrations, photos, short phrases, or single words that do not match the alternatives to
health-related issues referenced in the stem

Item Stem:
Becky likes to stay up late and has a hard time waking up for school in the morning. What is one
action she can take to shift her late night schedule to an earlier schedule?
A.
Set multiple alarms each morning
B.
Have lots of caffeine each day
C.
Stay up all night one night
*D.
Dim the lights before bed

Prompt:
Fiona is beginning to be bullied by another girl in her class. Identify one healthy and one
unhealthy way she could respond to the bullying.
Exemplar Response:
One healthy way she could respond is to tell an adult. One unhealthy way she could respond is
to start bullying someone else.
Item Rubric
The student correctly identifies one healthy and one unhealthy way to respond to
2 points
bullying. These include, but are not limited to, the following:
Healthytell an adult, walk away from the bully, tell the bully to stop
Unhealthypush the bully, start bullying another person, avoidance
1 point
The student correctly identifies one healthy OR one unhealthy way to respond to
bullying.
0 points
I dont know.
243
Benchmark: HE.8.B.5.3 Compile the potential outcomes of each option when making a healthrelated decision.
Clarification: Identify and explain the potential outcomes of options when making health-related
decisions.
the potential consequences of options when making health-related decisions.
Content Focus: Consequences of health-related decisions
Content Limits: Consequences of health-related decisions should include, but are not limited
to, the following:
Physical consequences
Social consequences
Emotional consequences
Financial consequences
Legal consequences
Environmental consequences

Item Types:
Multiple Choice

244
Illustrations, photos, short phrases, or single words that do not match the outcomes
Illustrations, photos, short phrases, or single words unrelated to the outcomes or
situations referenced in the stem

Item Stem:
Monica joined the tennis team to improve her fitness and social relationships. Which statement
describes an emotional outcome of that decision?
*A.
Better self-image
B.
More restful sleep
C.
Less time for shopping
D.
Improved weight management

Prompt:
Barbara is drinking alcohol while playing a volleyball game with her friends. Identify one
immediate physical consequence and one long-term consequence that drinking would have on
her body.
Exemplar Response:
An immediate physical consequence would be poor coordination while playing the game. A
long-term consequence would be liver damage.
Item Rubric
The student correctly identifies one immediate physical consequence and one
2 points
long-term consequence of drinking. These include, but are not limited to, the
following:
Immediate consequencespoor coordination, slow reaction time,
tiredness, slurred speech, vomiting, increased risk of injury/accident
Long-term consequencesaddiction, liver damage, alcohol poisoning
1 point
The student correctly identifies one immediate physical consequence OR one
long-term consequence of drinking.
0 points
I dont know.
245
Benchmark: HE.8.B.5.4 Distinguish when individual or collaborative decision making is
appropriate.
Clarification: Identify or describe when personal or collaborative decision making is
appropriate.
when individual or collaborative decision making is appropriate.
Content Focus: Personal and collaborative decision making
Content Limits: Health-related issues or problems should include, but are not limited to, the
following:
Substance abuse
Harassment
Peer pressure
Gang involvement
Bullying
Family involvement
Medical procedures
Relationships
Recommended DOK level: Moderate

Item Types:
Multiple Choice

246
Illustrations, photos, short phrases, or single words that do not match the decisionmaking situations referenced in the stem

Item Stem:
Juan wants to lose some weight. He asks his family to help him with this goal.
What is a good family strategy to help him lose weight?
A.
*B.
Eat dinner in front of the TV

Reduce portion sizes at meals
C.
Drive instead of walk short distances
D.
Compare the weights of family members

Prompt:
Johns friends are drinking at a party and want him to join them. He knows that it is illegal and
can be dangerous to his health.
Describe one way that his friends might pressure him to join them and describe one healthy way
that John should respond.
Exemplar Response:
His friends might make fun of him if he doesnt join them. John should say no and walk away
from them.
Item Rubric
The student correctly describes one peer pressure and one healthy response.
2 points
Peer pressuretease him, laugh at him, exclude him, spread rumors,
bully him, threaten him
Responsesay no, walk away, tell an adult, suggest an alternative
1 point
The student correctly describes one peer pressure OR one healthy response.
0 points
I dont know.
247
Benchmark: HE.8.B.5.6 Evaluate the outcomes of a health-related decision.
Clarification: Identify and describe the outcomes of health-related decisions.
the outcomes of health-related decisions and describe or explain their effectiveness.
Content Focus: Outcomes of health-related decisions
Content Limits: Outcomes of health-related decisions should include, but are not limited to, the
following:
Prescription drug use

Fitness goals
Healthy eating plans
Safety equipment use
Social relationships (self esteem, friendships, family)
Sexual behavior

Item Types:
Multiple Choice

248
Illustrations, photos, short phrases, or single words that do not match the outcomes

Item Stem:
David is concerned that he might have a sexually transmitted infection. What step should he
take to address this concern?
*A.
Go to a clinic to get tested
B.
Hope that it clears up over time
C.
Read about diseases on the Internet
D.
Tell his friend about his sexual activity

Prompt:
Kyles friends are encouraging him to drink highly caffeinated beverages (energy drinks) to help
him perform better on his school work. Describe two negative ways that these caffeinated
beverages could affect him.
Exemplar Response:
Kyle could become addicted to them and he would have a dangerously increased heart rate.
Item Rubric
The student correctly identifies two negative effects of caffeinated beverages.
2 points
Addiction, weight loss, headaches, increased heart rate, nervousness,
irritability
1 point
The student correctly identifies one negative effect of caffeinated beverages.
0 points
I dont know.
249
Benchmark: HE.8.B.6.1 Assess personal health practices.
Clarification: Explain ways to assess personal health practices.
Performance Level Descriptor: To demonstrate proficiency, students will explain ways to
assess personal health practices.
Content Focus: Personal Health Practices
Content Limits: Personal health practices should include, but are not limited to, the following:
Physical fitness
Sleep habits
Interpersonal skills
Risky behaviors
Injury/accident prevention
Internet safety
Nutrition

Item Types:

Prompt:
Describe two ways to assess your own physical fitness.
Exemplar Response:
I could take my body measurements to calculate my BMI or I could keep a log of the amount of
exercise I do over a certain period of time.
250
Item Rubric
2 points
The student correctly describes two ways to assess personal physical fitness.
Calculate BMI
Keep a log of exercise/physical activity
Perform fitness test
Wear a pedometer
1 point
The student correctly describes one way to assess personal physical fitness.
0 points
I dont know.
251
Benchmark: HE.8.B.6.2 Design an individual goal to adopt, maintain, or improve a personal
health practice.
Clarification: Design an individual goal to improve your health.
Performance Level Descriptor: To demonstrate proficiency, students will design a personal
health goal that maintains or improves health.
Content Focus: Personal health goal
Content Limits: Health goals should include, but are not limited to, the following:
Physical activity
Eating habits
Cyber bullying
Social relationships
Sleep habits
Safety habits
Computer safety
Conflict resolution
Personal hygiene

Item Types:
252
Performance Task

Materials:

OR computer
Setup:
Prompt:
Say: Design a health goal that will help you improve communication with a friend.
Say: Describe one way you will measure progress towards reaching that goal.
Item Rubric
2 points
The student designs a health goal and describes how progress will be measured
towards reaching the goal of improving communication with a friend. Monitoring
progress actions can include, but are not limited, to the following:
Verbal: use I statements to express feelings, ask the friend about his or
her thoughts/feelings/experiences, set a time for phone calls or gettogether
Written: write the friend emails or letters, write down a schedule for
contacting the friend (once per day, once per week, etc.)
1 point
The student designs a health goal with no description of how progress will be
measured towards reaching the goal of improving communication with a friend
0 points
253
Benchmark: HE.8.B.6.3 Apply strategies and skills needed to attain a personal health goal.
Clarification: Identify and explain a strategy or skill needed to attain/maintain a personal health
goal in a given situation.
a strategy or skill needed to attain/maintain a personal health goal in a given situation.
Content Focus: Attain/maintain a personal health goal
Journaling
Daily checklists
Calorie counters
Pedometers
Support groups
Time management
Planning
Before and after pictures
Buddy system
Health topic research
Identifying obstacles

Item Types:
Multiple Choice

254

Item Stem:
Damien and Mason want to compare how much they walk each day. They are using
pedometers to count the number of steps they walk.
What must they calibrate separately on their pedometers before they can make this calculation?
A.
Their heart rate
B.
The date and time
C.
Their body mass index
*D.
The average step length

Prompt:
Peter wants to lose weight and has discussed his diet with a nutritionist.
Identify a tool he can use to monitor what he eats. Then, describe how this tool is used to help
with weight loss.
Exemplar Response:
Peter can use a calorie counter. This tool helps you look up calories and nutritional information
before making food choices.
Item Rubric
The student correctly identifies a tool to keep track of diet and describes how it is
2 points
used. These include, but are not limited to, the following:
Calorie counterlook up calories and nutritional information
Journalwrite down types and amounts of food
Nutrition program applicationkeep track of food and calories
1 point
The student correctly identifies a tool to keep track of diet.
0 points
I dont know.
255
Benchmark: HE.8.B.6.4 Describe how personal health goals can vary with changing abilities,
priorities, and responsibilities.
Clarification: Identify or describe ways that personal health goals can change as abilities,
priorities, and responsibilities also change.
ways that personal health goals can change as abilities, priorities, and responsibilities also
change.
Content Limits: The types and effects of shifting abilities, priorities, and responsibilities
referenced in this stem should include, but are not limited to:
Abilities:
- Positive body changes (e.g., healthy weight, increased strength or stamina)
- Negative body changes (e.g., straining muscles, injuries, illness, unhappy with bodytype)
- Availability of supplies (e.g., cost of or access to healthy food, exercise equipment,
weather conditions)
- Priorities
- Achievement of original goal
- Recognition that original goal was unrealistic
- Outside life change requiring new skills
Responsibilities:
- Time management
- Caring for others
- Working at a job(s)
- Balancing a budget

Item Types:
Multiple Choice
256

Photographs, illustrations, or descriptions of behaviors or aspects of taking responsibility

that do not relate to personal health
Photographs, illustrations, or descriptions of behaviors or aspects to taking responsibility
that are not referenced in the item stem

Item Stem:
Chloe hurt her back after a fall while performing a cheerleading pyramid routine. Her doctor
advised her to stop cheerleading for the rest of the school year. However, she wants to remain
athletic.
What is a healthy alternative for Chloe to explore?
A.
Cut out all physical activity
B.
Become a team manager
*C.
D.
Join a community swim class

Try out for the gymnastics teams
257

Prompt:
Desiree started working at a part-time job after school. However, she usually exercises after
school and wants to continue athletic activities to keep physically fit.
Describe two ways she could stay physically fit while having a job.
Exemplar Response:
She could arrange her work hours so that she could still exercise during the week. She could
save longer exercise routines for the weekends.
Item Rubric
The student correctly describes two ways that Desiree can continue her health
2 points
goal with a new life change. These include, but are not limited to, the following:
Arrange work hours to still fit in exercise
Save long exercise activities for the weekend
Do longer activities fewer days during the week
Set realistic goals
Exercise before school
1 point
The student correctly describes one way that Desiree can continue her health
goals with a new life change.
0 points
I dont know.
258
Strand: Concepts
enhance health.
Benchmark: HE.8.C.1.2 Analyze the interrelationship between healthy/unhealthy behaviors and
the dimensions of health: physical, mental/emotional, social, and intellectual.
Clarification: Identify and describe the relationships between healthy behaviors and the
dimensions of health.
the relationships between healthy behaviors and the various dimensions of health.
Content Focus: Healthy behaviors and health dimensions
Content Limits: The relationships between healthy behaviors and the dimensions of health
should include, but are not limited to, the following:
Hygiene: physical health, illness prevention

Nutrition: physical health, human growth, and development
Exercise: make friends, be active
Social relationships: friendships, effects on school performance, influence on diet,
influence on exercise

Item Types:
Multiple Choice

sentences.
Photographs, illustrations, or descriptions of incorrect relationships between healthy

behaviors and the dimensions of health
Photographs, illustrations, or descriptions of students engaging in activities unrelated to
the relationships between healthy behaviors and the dimensions of health
259

Item Stem:
Brianna exercises daily, eats a balanced diet, and has a healthy body image of herself. Which
category of health would having a healthy body image be placed?
A.
Intellectual
B.
Physical
*C.
Mental
D.
Social

Prompt:
Colin and his friends play multiple sports throughout the school year. Describe two ways that
playing sports with his friends influences Colins health.
Exemplar Response:
Colin benefits from the exercise and maintains good social relationships.
Item Rubric
The student correctly describes two ways that playing sports with others
2 points
influences health. These include, but are not limited to, the following:
Exercise
Good social relationships
Teamwork
1 point
The student correctly describes one way that playing sports with others influences
health.
0 points
I dont know.
260
Strand: Concepts
enhance health.
Benchmark: HE.8.C.1.3 Predict how environmental factors affect personal health.
Clarification: Identify or describe environmental factors and how they affect health.
environmental factors that positively and negatively affect health.
Weather conditions
Temperature
Tobacco smoke
Daylight hours (exposure to sunlight)
Cleanliness of home
Access to parks, yards, or areas for fitness
Environmental (green) factors: air quality, food quality, water quality
Geographic location (urban, suburban, rural, altitude)

Item Types:
Multiple Choice

Photographs, illustrations, or descriptions of non-environmental factors that have an

impact on health (positively or negatively)
activities/factors unrelated to the factor referenced in the stem
261

Item Stem:
Jason and his dad recently began working on the engine of an old car in their garage. His dad
insists that the garage door be open at all times while they are working on the car.
How would a closed garage door have a negative impact on their health?
A.
It would block the sun from their eyes.
B.
It would decrease the heat inside of the car.
C.
It would increase the noise inside the garage.
*D.
It would trap gas and oil fumes inside the garage.

Prompt:
Describe two ways that high outdoor temperatures can affect your health.
Exemplar Response:
High outdoor temperatures can make me dehydrated and can cause heat exhaustion.
Item Rubric
2 points
The student correctly describes two ways that high outdoor temperatures affect
health. These include, but are not limited to, the following:
Dehydration
Heat exhaustion/heat stroke
Sleepy/tired
Nausea/vomiting
Disorientation/confusion
1 point
The student correctly describes one way that high outdoor temperatures affect
health, as described above.
0 points
I dont know.
262
Strand: Concepts
enhance health.
Benchmark: HE.8.C.1.4 Investigate strategies to reduce or prevent injuries and other
Clarification: Identifies and describes strategies for reducing or preventing injuries and other
strategies for reducing or preventing injuries and other adolescent health problems.
Content Focus: Strategies to protect health
Content Limits: Examples of strategies may include, but are not limited to, the following:
Recognizing signs/symptoms of depression

Accessing resources
Using abstinence to reduce STDs/STIs
Avoiding unsafe places
Getting immunizations
Following strategies for injury prevention (following safety rules, proper equipment use,
using first aid kits, sunscreen, hydration)

Item Types:
Multiple Choice

Photographs, illustrations, or descriptions of aspects of strategies not referenced in the

stem
Photographs, illustrations, or descriptions of strategies for situations that are not health
related
263

Item Stem:
Joshuas friends were riding their bikes off of a very steep ramp. They want him to join them, but
he knows that this activity is very unsafe.
What should Joshua do?
*A. Suggest a safer place to ride
B. Ask a friend to do it with him
C. Challenge a friend to a race off of the ramp
D. Put on safety pads before riding off of a ramp
Prompt:
A friend of yours has been struggling with depression. She tells you that she feels sad, lonely,
and often overwhelmed.
Describe two ways to support her and get her some help.
Exemplar Response:
I could go with her to talk to a counselor and I could help her feel less lonely by suggesting we
spend more time together.
Item Rubric
2 points
The student correctly describes two ways to support a friend struggling with
depression. Responses may include, but are not limited to, the following:
Suggest she speak to a counselor
Go with her to see a counselor or trusted adult
Spend more time together
Offer to listen
Demonstrate kind and caring acts
Encourage her to talk to a trusted family member
1 point
The student correctly describes one way to support a friend struggling with
depression.
0 points
I dont know.
264
Strand: Concepts
enhance health.
Benchmark: HE.8.C.1.5 Identify major chronic diseases that impact human body systems.
Clarification: Identify major chronic diseases of the human body.
Performance Level Descriptor: To demonstrate proficiency, students will identify major
chronic diseases of the human body.
Content Focus: Chronic diseases
Content Limits: The identification of chronic diseases of the human body should include, but
Cancer
Cardiovascular disease
Chronic obstructive pulmonary disease (bronchitis, asthma, emphysema)
Diabetes
Blood disease (hemophilia, anemia, sickle cell anemia)

Item Types:
Multiple Choice

sentences.
Illustrations, photos, short phrases, or single words that do not identify major chronic
diseases referenced in the stem
265

Item Stem:
Which disease is characterized by the symptoms of shortness of breath, fatigue, and wheezing
sounds when breathing?
A.
Heart disease
B.
Diabetes
*C.
Asthma
D.
Cancer

Prompt:
Describe two symptoms of cardiovascular disease.
Exemplar Response:
Two symptoms of cardiovascular disease are shortness of breath and irregular heartbeats.
Item Rubric
The student correctly identifies two symptoms of heart disease. These include,
2 points
Shortness of breath
Irregular heartbeat or faster heartbeat
Weakness or dizziness
Nausea
Sweating
Chest/arm/back pain
Tingling sensation
Numbness in arm
Skin discoloration
1 point
The student correctly identifies one symptom of heart disease.
0 points
I dont know.
266
Strand: Concepts
enhance health.
Benchmark: HE.8.C.1.6 Analyze how appropriate health care can promote personal health.
Clarification: Identify or describe the ways that health care promotes personal health.
Performance Level Descriptor: To demonstrate proficiency, students will explain how health
care promotes personal health.
Content Focus: Health care promotes health
Content Limits: Appropriate health care should include, but is not limited to, the following:
Dental care
Vision care
Medical care (doctor, EMT, paramedic)
Mental health care
Hospital services
Counseling services

Item Types:
Multiple Choice

Photographs, illustrations, or descriptions of aspects of health care not directly related to

personal health
Photographs, illustrations, or descriptions of health care or its effects not referenced in
the stem
Photographs, illustrations, or descriptions of health care providers in situations that do
not affect personal health
267

Item Stem:
How do annual dental checkups benefit your teeth?
*A.
Prevents cavities
B.
Cures oral diseases
C.
Reduces nasal cavity pain
D.
Protects against mouth injuries

Prompt:
Identify two ways that visiting the eye doctor can promote healthy vision.
Exemplar Response:
The eye doctor can check my vision and can make sure that my eyes are functioning properly.
Item Rubric
The student correctly identifies two ways that visiting the eye doctor promotes
2 points
healthy vision. These include, but are not limited to, the following:
Check vision
Check eye functions (pressure, lens, etc.)
Orders glasses/corrective lenses
1 point
The student correctly identifies one way that the eye doctor promotes healthy
vision.
0 points
I dont know.
268
Strand: Concepts
enhance health.
Benchmark: HE.8.C.1.7 Explore how heredity and family history can affect personal health.
Clarification: Identify or explain ways that heredity and family history has an impact on
personal health.
aspects of health that are impacted by heredity and family history.
Content Focus: Heredity, family history, and health
Content Limits: The identification of how heredity has an impact on personal health should
include, but is not limited to, the following:
Height
Weight
Disease (e.g., heart disease, diabetes, sickle-cell disease, mental disorders)
Longevity
Vision
Health behaviors (substance abuse, addictions, eating habits, exercise habits)

Item Types:
Multiple Choice

Photographs, illustrations, or descriptions of aspects of health unrelated to heredity

Photographs, illustrations, or descriptions of students of impacts of heredity unrelated to
269

Item Stem:
Why is it important for a student whose parents have diabetes to be tested for diabetes more
frequently than someone whose parents do not have that condition?
A.
Genetics can influence peoples body structure.
B.
Diseases are always passed from the parents to their children.
C.
Genetic diseases can often be spread through close physical contact.
*D.
Certain diseases are more likely to be present in the children due to genetics.

Prompt:
Explain two ways that the disease of a parent can influence the health of his or her child.
Exemplar Response:
Disease traits of the parents can cause their children to either have the disease or possibly be a
carrier for the disease.
Item Rubric
The student correctly describes two ways that the disease of a parent can
2 points
influence the health of his or her child. These include, but are not limited to, the
following:
Child can have the disease.
Child could become a carrier of the disease.
Parent could pass away from the disease while the child is young.
Limit the quality of parental care
1 point
The student correctly describes one way that the disease of a parent can
influence the health of his or her child.
0 points
I dont know.
270
Strand: Concepts
enhance health.
Benchmark: HE.8.C.1.8 Anticipate the likelihood of injury or illness if engaging in
unhealthy/risky behaviors.
Clarification: Identify or describe the likelihood that the results of unhealthy or risky behaviors
will be injury or illness.
Performance Level Descriptor: To demonstrate proficiency, students will be able to identify or
describe the likelihood that unhealthy/risky behaviors will result in injury or illness.
Content Limits: Unhealthy behaviors and their consequences should include, but are not

No safety equipment (knee/wrist/elbow pads) and injury
Poor nutrition and obesity or heart disease
Tobacco use and lung disease
Poor hygiene and illness
Unsafe sex and STIs/pregnancy

Item Types:
Multiple Choice

Photographs, illustrations, or descriptions of non-risky or healthy behaviors or effects

behaviors or their effects that are unrelated to the behavior or effect referenced in the
stem
271

Item Stem:
What is one long-term unhealthy consequence of tobacco use?
A.
Weak muscles
*B.
Lung disease
C.
Fatigue
D.
Obesity

Prompt:
Identify one unhealthy eating behavior and describe one consequence of that behavior.
Exemplar Response:
One unhealthy eating behavior is to eat foods high in fat. A consequence of eating foods high in
fat is obesity.
Item Rubric
The student correctly identifies one unhealthy eating behavior and describes one
2 points
consequence of that behavior. These include, but are not limited to, the
following:
Eating foods high in fat/sugar/caloriesobesity or heart disease
Unbalanced dietpoor body nutrition and health
Eating foods high in saltpossible heart disease
Not eating regularly (starving yourself) poor body nutrition
1 point
The student correctly identifies one unhealthy eating behavior.
0 points
I dont know.
272
Strand: Concepts
Benchmark: HE.8.C.2.1 Assess the role of family health beliefs on the health of adolescents.
Clarification: Describe or explain how family beliefs influence adolescent health.
Performance Level Descriptor: To demonstrate proficiency, students will describe or explain
how family beliefs influences personal health.
Content Focus: Family beliefs
Content Limits: Family beliefs should include, but are not limited to, the following:
Family rules
Family meals
Family routines/structure
Family chores
Family values and beliefs
Family cultures

Item Types:
Multiple Choice


273

Item Stem:
Before they eat a meal, Johns parents make him and his brothers wash their hands. Why is it a
good idea to wash your hands before you eat?
A.
To help your hands feel softer
B.
To help promote good manners
*C.
D.
To help prevent you from getting sick

To help your hands stay dry throughout the day

Prompt:
Describe two ways that parents can influence the development and well-being of children.
Exemplar Response:
Parents can influence the development and well-being of children by providing discipline to keep
children focused on goals. Parents can also influence the development and well-being of
children by providing nutritious food and meals for them to eat.
Item Rubric
The student correctly describes two ways parents can influence the development
2 points
and well-being of children. These include, but are not limited to, the following:
Discipline
Nutritious foods
Safe home
Love and care
Concern for education
Health care
Model good behavior
1 point
The student correctly describes one way parents can influence the development
and well-being of children.
0 points
I dont know.
274
Strand: Concepts
Benchmark: HE.8.C.2.2 Assess how the health beliefs of peers may influence adolescent
health.
Clarification: Identify and describe how peers influence adolescent health.
how peers influence personal health.
Content Focus: Peer influence
Content Limits: Peer influences should include, but are not limited to, the following:
Smoking
Drug use
Alcohol use
Peer pressure
Sports/Exercise
Food choices
School performance
Social/sexual behaviors

Item Types:
Multiple Choice


Photographs, illustrations, or descriptions of aspects of personal health not referenced in
the stem
Photographs, illustrations, or descriptions of aspects of personal health that are not
influenced by peers
275

Item Stem:
Kaylees friend eats healthy foods. She eats fruits and vegetables with every meal.
What might Kaylee do to become a healthy eater like her friend?
A.
Eat one meal a day
B.
Spend more time with her friend
*C.
Ask her friend for nutrition advice
D.
Watch an infomercial about vitamins

Prompt:
Describe two ways that friends can help you reach athletic goals.
Exemplar Response:
Friends can help you to reach your athletic goals by cheering you on or showing support. They
can also help you to reach your goals by practicing with you or by training with you.
Item Rubric
The student correctly identifies two ways friends can help you reach your athletic
2 points
goals. These include, but are not limited to, the following:
Cheering you on/showing support
Training with you
Helping you plan your goals
Sharing advice/information
1 point
The student correctly identifies one way friends can help you reach your athletic
goals.
0 points
I dont know.
276
Strand: Concepts
Benchmark: HE.8.C.2.3 Analyze how the school and community may influence adolescent
health.
Clarification: Identify or describe types of health information conveyed to students by the
school and community and explain how that information may have an impact on adolescent
health.
types of health information conveyed to students by the school and community and explain how
that information may have an impact on adolescent health.
Content Focus: Health information
Content Limits: Health information should include, but is not limited to, the following:
First aid/CPR
Substance abuse education
Nutrition education
Hygiene rules (e.g., wash hands, throw out used tissues)
Sports/exercise information
Social information/opportunities

Item Types:
Multiple Choice

Photographs, illustrations, or descriptions of health information not referenced in the stem

Photographs, illustrations, or descriptions of non-health information conveyed to
277

Item Stem:
Many schools and community centers provide access to programs such as D.A.R.E (Drug
Abuse Resistance Education) and G.R.E.A.T (Gang Resistance Education And Training). What
is the desired effect of these programs on students?
A.
To promote civic involvement
B.
To educate on U.S. freedoms
*C.
D.
To deter students from illegal activities

To teach students proper first-aid techniques

Prompt:
List two school classes or courses that promote individual wellness.
Exemplar Response:
Health and Physical Education help students stay well.
Item Rubric
2 points
The student correctly lists two school classes or courses that promote individual
wellness. These include, but are not limited to, the following:
Health, Physical Education/Gym, CPR training, Sexual Education, First
Aid
1 point
The student correctly lists one school class or course that promotes individual
wellness.
0 points
I dont know.
278
Strand: Concepts
Benchmark: HE.8.C.2.4 Critique school and public health policies that influence health
Clarification: Analyze school and public health policies that influence health promotion and
disease prevention.
Performance Level Descriptor: To demonstrate proficiency, students will analyze school and
public health policies that influence health promotion and disease prevention.
Content Focus: Policies that influence health
Content Limits: Examples of policies should include, but are not limited to, the following:
Speed limit laws

Immunization requirements
Universal precautions (safety equipment, first aid/CPR/AED information)
Ethics
Traffic safety
Drug free zone
Medicine dispensing requirements
911 awareness
School nutrition/wellness policies

Item Types:
279

Prompt:
Describe two reasons why immunization policies are important for a community to have in place.
Exemplar Response:
Immunizations are important to prevent the spread of disease and to keep kids healthy.
Item Rubric
2 points
The student correctly identifies two reasons for immunization policies. Examples
may include, but are not limited to, the following:
Prevent the spread of disease
Start to eliminate certain diseases
Prevent long-term effects of childhood diseases
1 point
The student correctly identifies one reason.
0 points
I dont know.
280
Strand: Concepts
Benchmark: HE.8.C.2.5 Research marketing strategies behind health-related media
messages.
Clarification: Demonstrate an understanding of how to research marketing strategies that are
used to influence the public in health-related media messages.
Performance Level Descriptor: To demonstrate proficiency, students will demonstrate an
understanding of how to research marketing strategies are used to influence the public in
health-related media messages.
Content Focus: Marketing strategies
Content Limits: Examples of marketing strategies used to influence the public include, but are
Social acceptance of alcohol use

Promotion of thinness as the best body type
Sexual images to sell products
Gender specific advertisements
Socio-economic background

Item Types:
Performance Task
281

Materials:
None
Setup:
Prompt:
Say: Describe two ways to use a marketing strategy for good skin care for a teenage
population.

Item Rubric
2 points
The student correctly describes two ways to market skin care products to teenagers.
Responses may include, but are not limited to, the following:
Use popular young actors
Use current music styles in commercials
Use attractive/modern product styles, colors, language
Giveaways
Cost
Before and after results
Access and availability
1 point
The student correctly describes one way to market skin care products to teenagers.
0 points
The student is unable to perform the task, does not understand how to complete the
task, or unsuccessfully completes the task.
282
Strand: Concepts
Benchmark: HE.8.C.2.6 Analyze the influence of technology on personal and family health.
Clarification: Identify and describe ways that technology influences personal and family health.
ways that technology influences personal and family health.
Content Focus: Influence of technology on health
Content Limits: The influence of technology on health should include, but is not limited to, the
following:
Personal electronic devices (Internet, cell phones)

Television
Headphones
Video games
DVDs
Safety items (smoke/carbon monoxide alarms, seat belt alarms, fire alarms, house
alarms)
Pedometers, heart-rate monitors
Life saving devices (AED)
Cell phone health and safety applications

Item Types:
283

Prompt:
Describe one health benefit provided by smoke detectors and one benefit provided by fire
extinguishers.
Exemplar Response:
Smoke detectors give a signal when smoke fills the air. This warning alerts people to the
possible presence of a fire. Fire extinguishers help limit the chances of fires spreading and
causing physical harm.
Item Rubric
The student correctly describes one health benefit provided by smoke detectors
2 points
and one benefit provided by fire extinguishers. These include, but are not limited
to, the following:
Smoke detectoralerts people to smoke or fire
Fire extinguisherresource to put out fire, helps limit fire spreading
1 point
The student correctly describes one health benefit provided by smoke detectors
OR one benefit provided by fire extinguishers.
0 points
I dont know.
284
Strand: Concepts
Benchmark: HE.8.C.2.7 Describe the influence of culture on health beliefs, practices, and
behaviors.
Clarification: Identify and describe the influence of culture on health beliefs, practices, and
behaviors.
the various influences of culture on health beliefs, practices, and behaviors.
Content Focus: Influence of culture
Content Limits: Influences of culture on health should include, but are not limited to, the
following:
Cultural influences: medical procedures, abstinence, prescription drug use, eating

habits, exercise, family interactions/activities

Item Types:
Multiple Choice

sentences.
Photographs, illustrations, or descriptions of influences of culture that are unrelated to

personal health
Photographs, illustrations, or descriptions of influences of culture on health beliefs,
practices, and behaviors not referenced in the item stem
Photographs, illustrations, or descriptions of health beliefs, practices, and behaviors not
285

Item Stem:
In many schools, abstinence is taught as a part of health education. How does abstinence
education influence teenagers?
A.
*B.
Encourages them to play sports

Encourages them to refrain from sex
C.
Encourages them to use contraception
D.
Encourages them to strictly adhere to legal documents

Prompt:
In many places around the world certain animals, such as cows, are considered sacred and are
not eaten. Describe two ways that people with these beliefs currently living in this country might
be affected by the U.S. food culture.
Exemplar Response:
They might be pressured to eat foods that they do not normally eat. They might be teased about
abstaining from certain foods.
Item Rubric
The student correctly describes two ways that people with different cultural
2 points
beliefs might be affected by the U.S. food culture. These include, but are not
Pressured to eat foods that they dont normally eat
Teased
Excluded from activities/parties
No sacred animal would be eaten
1 point
The student correctly describes one way that people with different cultural beliefs
might be affected by the U.S. food culture.
0 points
I dont know.
286
Strand: Concepts
Benchmark: HE.8.C.2.8 Explain how the perceptions of norms influence healthy and unhealthy
behaviors.
Clarification: Identify and explain how the perceptions of norms affect decisions to engage in
healthy and unhealthy behaviors.
ways that the perceptions of norms affect decisions to engage in healthy and unhealthy
behaviors.
Content Focus: Norms and healthy behaviors
Content Limits: Norms that have an impact on personal health should include, but are not
Availability of fast food restaurants worldwide

Cell phone use
Timeliness of emergency response
Promotion of exercise
Peer pressure
Nutrition and wellness
Lifestyle diseases (diabetes, hypertension, cardiovascular disease)

Item Types:
Multiple Choice

Illustrations, photos, short phrases, or single words that do not match the social norms
Illustrations, photos, short phrases, or single words describing social norms or students
287

Item Stem:
All of Lisas friends at school have cell phones, except Lisa. Lisa asked her parents, but they
said no.
What is a healthy way that Lisa can respond?
A.
Take a cell phone she sees lying around at school
B.
Buy a cell phone without her parents knowledge
*C.
D.
Ask her parents to reconsider

Argue with her parents

Prompt:
Many of your friends are on sports teams at school.
Describe two ways that joining a school sports team can promote your personal health.
Exemplar Response:
Joining a sports team can help me to get more exercise and make new friends.
Item Rubric
The student correctly identifies two ways that joining a sports team promotes
2 points
personal health. These include, but are not limited to, the following:
Daily exercise
Make new friends
Improve self esteem
Learn new athletic skills
Improve fitness level
1 point
The student correctly identifies one way that joining a sports team promotes
personal health.
0 points
I dont know.
288
Standard: HE.8.C.2.9
Strand: Concepts
Standard: 2. Examine how the school and community may influence the health behaviors of
adolescents.
Benchmark: HE.8.C.2.9 Explain the influence of personal values, attitudes and beliefs about
individual health practices and behaviors.
Clarification: Describe influence of personal feelings on health.
Performance Level Descriptor: To demonstrate proficiency, students will describe ways that
ones personal belief system may impact or influence their health habits and routines.
Content Focus: Health behaviors
Hygiene
Nutrition
Vaccinations
Safety
Substance abuse
Bullying

Item Types:
Multiple Choice

sentences
289
Strand: Promotion
Benchmark: HE.8.P.7.1 Assess the importance of assuming responsibility for personal health
behaviors, including sexual behavior.
Content Focus: Responsibility for health behaviors
Content Limits: Personal health behaviors should include, but are not limited to, the following:
Maintaining sexual abstinence

Maintaining skin care
Avoiding drug abuse
Medical/dental checkups or visits
Maintaining proper nutrition
Engaging in regular physical activity

Item Types:
Multiple Choice
290

Options will appear as illustrations, photos, short phrases, single words, or full sentences.
Photographs, illustrations, or descriptions of practices that do not help to maintain or

improve personal health
Photographs, illustrations, or descriptions of practices helping to maintain or improve
personal health not referenced in the stem
Photographs, illustrations, or descriptions of non-healthy behaviors

Item Stem:
Which statement describes a reason why it is important to maintain good skin care?
A.
It helps you look young
B.
It helps you feel more important
*C.
It helps prevent illness or infection
D.
It helps promote muscle endurance

Prompt:
Identify one way to assume responsibility for your sexual behavior. Then, describe how this
action helps enhance or maintain good health.
Exemplar Response:
I can choose to remain abstinent. This will protect me from getting sexually transmitted
infections.
Item Rubric
2 points
The student correctly identifies one way to assume responsibility for sexual
behavior and describes how the action benefits health. Ways to assume
responsibility and descriptions can include, but are not limited to, the following:
Remain abstinentprotect against infections, protect emotional health,
prevent unintended pregnancy
Use contraceptive devices/protectionprotect against infections and
unintended pregnancy.
1 point
The student correctly identifies one way to assume responsibility for sexual
behavior.
0 points
I dont know.
291
Strand: Promotion
Benchmark: HE.8.P.7.2 Apply healthy practices and behaviors that will maintain or improve
Clarification: Identify and describe healthy practices and behaviors that maintain or improve
healthy practices and behaviors that maintain or improve personal health and reduce health
risks.
Content Focus: Healthy practices and behaviors
Content Limits: The identification of healthy practices and behaviors should include, but are
Assessing influence of advertising

Participating in physical activities
Fostering healthy relationships
Setting healthy goals
Avoiding drugs and alcohol
Choosing healthy foods
Obeying school and community safety rules/laws
Recycling

Item Types:
Multiple Choice
292

sentences.
Photographs, illustrations, or descriptions of practices that do not help to maintain or

improve personal health
Photographs, illustrations, or descriptions of practices helping to maintain or improve
personal health not referenced in the stem
Photographs, illustrations, or descriptions of non-healthy behaviors

Item Stem:
Dylan has acne that gets worse when playing sports. Which action should he take to reduce the
occurrence of his acne?
*A.
Wash his face twice a day
B.
Use body spray or cologne
C.
Wear clean socks and shoes
D.
Wash his hands throughout the day

Prompt:
Describe two long-term behaviors that will improve physical health.
Exemplar Response:
Two long-term behaviors that improve physical health are committing to an exercise routine and
maintaining a healthy diet.
Item Rubric
2 points
The student correctly describes two long-term behaviors that will improve
physical health. These can include, but are not limited to, the following:
Exercise routine
Healthy eating plan
Avoiding harmful substances/drugs
1 point
The student correctly describes one long-term behavior that will improve physical
health.
0 points
I dont know.
293

Prompt:
List two healthy behaviors and describe how they maintain good health over time.
Exemplar Response:
Committing to an exercise plan helps you stay fit throughout your lifetime. Avoiding drugs and
alcohol helps you keep your body free from substances that can be harmful or damaging to the
body.
Item Rubric
4 points
The student correctly lists two healthy behaviors and describes how they
maintain good health over time. These can include, but are not limited to, the
following:
Good hygienekeeps body clean and prevents illness/disease
Exercisekeeps body fit, strong, and healthy
Avoiding drugs/tobacco and limiting alcoholreduces risk of damage to
body from substances, avoids harmful addictions
Eating a balanced dietkeeps body healthy, prevents illness/disease
Maintaining good relationshipsprovides support system, good selfesteem, and mental health
3 points
The student correctly identifies two healthy behaviors and describes how one
behavior maintains good health over time.
OR
The student correctly identifies one behavior and describes two ways that the
2 points
The student correctly identifies two healthy behaviors.
OR
The student correctly identifies one healthy behavior and describes how that
1 point
The student correctly identifies one healthy behavior.
0 points
I dont know.
294
Strand: Promotion
community health.
Benchmark: HE.8.P.8.1 Promote positive health choices with the influence and support of
others.
Clarification: Demonstrate how to promote healthy choices with the support of others.
promote positive health choices and decisions.
Content Focus: Promote healthy choices
Content Limits: Ways to promote healthy choices should include, but are not limited to, the
following:
Promote oral health

Sexual abstinence
Not using drugs/tobacco/alcohol
Seek help from school staff
Practice conflict resolution
Ask for help in consumer purchases
Solicit suggestions for enhancing or maintaining healthy behaviors
Model healthy nutritional behavior
Practice self-control
Start a club/team
Organize a campaign

Item Types:
Performance Task
295

Materials:
None
Setup:
Prompt:
Say: Describe or show me two ways to promote conflict resolution strategies among
friends.
Say: You may tell me or demonstrate ways to resolve a conflict between two friends.
Listen, watch and record the students response.

Item Rubric
2 points
The student demonstrates two ways to promote conflict resolution strategies. Ways
to promote conflict resolution can include, but are not limited, to the following:
Acting as a mediatorencourage students to listen to each other respectfully
Encouraging friends to seek help from a teacher or trusted adult
Speaking calming words or resolution messages (encouraging I statements
to be used)
1 point
The student demonstrates one way to promote conflict resolution strategies.
0 points
The student is unable to perform the task, does not understand how to complete the
task, or unsuccessfully completes the task.
296
Strand: Promotion
community health.
Benchmark: HE.8.P.8.2 Justify a health-enhancing position on a topic and support it with
Clarification: Describe a position on a given topic and how to support that choice with accurate
information
Performance Level Descriptor: To demonstrate proficiency, students will identify a healthenhancing position on a topic and describe ways to support that position with accurate
information.
Content Focus: Justify a position
Content Limits: Health-enhancing positions should include, but are not limited to, the following:
Abstaining from unhealthy behaviors

Gun safety laws
Legal age limits
Bullying prevention
Internet safety
Nutritional choices
Validity of information
Substance abuse
Responsible sexual behavior

Item Types:
297
Example Short Constructed-Response Item:

Prompt:
Describe two reasons to abstain from substance abuse. Then, for each reason, describe how
you would find information to support it.
Exemplar Response:
Abstaining from smoking would prevent damage to my body, such as my lungs. I could find
information about the health effects of smoking by asking my doctor. Abstaining from drinking
would prevent injury or harm to my body from being intoxicated. I could find valid information
about the health effects of alcohol by researching the information on the Internet.
Item Rubric
4 points
The student correctly describes two reasons to abstain from substance abuse
and describes a way to find the information to support each reason. Reasons for
abstaining and ways to find information to support the reasons can include, but
Reasons to abstainbody damage, injury, illegal, strained relationships
InformationInternet, health professionals
3 points
The student correctly describes two reasons to abstain from substance abuse
and describes one way to find the information to support a reason.
OR
The student correctly describes one reason to abstain from substance abuse
and describes two ways to find the information to support a reason.
2 points
The student correctly describes two reasons to abstain from substance abuse.
OR
The student correctly describes one reason to abstain from substance abuse
and describes one way to find the information to support a reason.
1 point
The student correctly describes one reason to abstain from substance abuse.
OR
The student correctly describes one way to find the information to support a
reason.
0 points
I dont know.
298
Strand: Promotion
community health.
Benchmark: HE.8.P.8.3 Work cooperatively to advocate for healthy individuals, peers, families,
and schools.
Clarification: Describe ways to work with others to advocate for healthy individuals.
work with others to advocate for improving the health of individuals.
Content Focus: Advocating health
Promote community initiatives

Create media campaigns
Assist/conduct needs assessments
Write advocacy letters
Volunteer at information kiosks
Work with others
Organize campaigns
Start a club or team

Item Types:
299

Prompt:
Describe two ways you and a friend could promote healthy lifestyles in your community.
Exemplar Response:
We could start a community exercise club. We could also start a community healthy foods
awareness campaign.
Item Rubric
2 points The student correctly describes two ways to promote healthy lifestyles in the
community. Examples of ways to promote healthy lifestyles in the community can
include, but are not limited to:
Start an exercise club/program in the community
Create a healthy foods awareness campaign
Make community flyers about the benefits of exercise, healthy eating habits,
healthy relationships, or responsible behaviors.
1 point
The student correctly describes one way to promote healthy lifestyles in the
community.
know.
300
Strand: Promotion
community health.
Benchmark: HE.8.P.8.4 Evaluate ways health messages and communication techniques can
be targeted for different audiences.
Clarification: Identify and describe ways that health messages and communication techniques
are targeted for different audiences.
ways that health messages and communication techniques are targeted for different audiences.
Content Focus: Health messages
Content Limits: Health messages and communication techniques should include, but are not
Advertisements: people (e.g., movie stars, cartoon characters, athletes), clothing style,
music style
Media campaigns
Health fairs
Action committees

Item Types:
Multiple Choice

sentences.
Photographs, illustrations, or descriptions of health messages or communication

techniques that do not involve targeting an audience
Photographs, illustrations, or descriptions of health messages or communication
techniques that are not those referenced in the item stem
301

Item Stem:
One advertisement for brand name running shoes shows a professional athlete performing
difficult athletic movements while wearing the shoes. Which audience should this advertisement
be targeted to?
*A.
Teenagers
B.
Elementary kids
C.
Professional actors
D.
Working professionals

Prompt:
Describe two factors to consider when targeting an advertisement for a certain group of people.
Exemplar Response:
Two factors that should be considered are the age of the group and the culture of the group.
Item Rubric
2 points The student correctly describes two factors to consider when targeting a certain
audience. These can include, but are not limited to:
Age
Ethnicity/culture
Location (urban, rural)
Gender
Orientation
Environment
Socio-economic factors
Educational backgrounds
Prior knowledge
Income/cost
1 point
The student correctly describes one factor to consider when targeting a certain
audience.
know.
302
303

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Florida Hard-to-Measure Content Areas

Florida Department of Education

NOTE: The contents of these item specifications documents were developed

Guidelines for Item Writers ............................................................................................ 30

Origin and Purpose of the Specifications

Scope of This Document

Each multiple-choice item should be written to measure primarily one

Constructed-response items, technology-enhanced items, and performance

All items, regardless of the item format, should be grade-level appropriate in

At a given grade, the items should exhibit a varied range of difficulty.

Items should not disadvantage or exhibit disrespect to anyone in regard to age,

Items should provide clear, concise, and complete instructions to students.

REVIEW PROCEDURES FOR THE FLORIDA HEALTH ITEM BANK

Review of Test Items

Review for Potential Bias and Sensitivity Issues

Selection of reader-friendly construction and terminology

Consistently applied concept names and graphic conventions

CRITERIA FOR SELECTING GRAPHIC STIMULUS MATERIALS

Length of Video Clip

CRITERIA FOR THE FLORIDA HEALTH ITEMS

Item Style and Format

Jordan sees television advertisements showing athletes consuming

The number of times Jordan drinks a sports drink each week

Multiple-choice items are worth 1 point each.

Multiple-choice items should have four answer choices (grades 38).

Multiple-choice items should have only one correct answer.

One-word answer choices should be arranged alphabetically and be balanced in

Distractors should relate to the context of the question. Distractors should be

Answer choices such as Not enough information or Cannot be determined should

Score Point Descriptors

Short Constructed-Response Item

Score Point Descriptors

Extended Constructed-Response Item

Score Points Descriptors

The assessment administrator sits across from the student.

Score Points Descriptors

Performance tasks should take no more than 15 minutes of testing time to

Performance tasks must be accompanied by a rubric or scoring guideline that

After performance tasks are field-tested, sample student papers should be

COGNITIVE COMPLEXITY OF THE FLORIDA HEALTH ITEMS

Drinking plenty of water

Ask a friend to do it first

Go down the hill only one time

Suggest going to a safer area to ride

What is one reason someone

GUIDELINES FOR ITEM WRITERS

Multiple-Choice Items: Item writers must indicate which option is the

Multiple-Choice Items: All options of a multiple-choice item must be

Item writers are expected to evaluate their items in terms of cognitive

GUIDE TO THE GRADE LEVEL SPECIFICATIONS

Definitions of Benchmark Specifications

A Strand is a broad category of knowledge within a content area in the

Each Standard is a general statement of expected student achievement

Benchmarks are grade-level-specific statements of expected student

The clarification statement explains how the achievement of the

The distractor attributes for multiple-choice items give specific descriptions

Recommended DOK Level: Moderate

Each item will have four options.

Recommended DOK Level: Moderate

Short Constructed Response

Recommended DOK Level: Moderate

Recommended DOK Level: Moderate

Recommended DOK Level: Moderate

Each item will have four options.