IVCC General Education Goal #7: To recognize what it means to develop and maintain a healthy lifestyle in terms of mind, body, and spirit. This goal is intended to assist students in developing a lifelong, holistic approach to health maintenance, because students thus equipped can utilize their skills and knowledge to create positive change in themselves and their communities.Note: For the purposes of assessment with this rubric, essay questions on a test asking how course increased understanding of health and wellness, projects, presentations, reflection exercises, and essaysare examples of assignments appropriate for scoring with this tool.
Guide
A health conscious person: / Emergent / Proficient / Exemplary
Describes a healthy lifestyle
Does the student possess a holistic view of health? /
- Can’t consistently identify factors that contribute to or detract from a healthy lifestyle.
- Identifies components contributing to health and factors that result in unhealthy outcomes.
- Makes associations about factors that contribute to or detract from a healthy lifestyle that are often overlooked by other students.
- Requests direction to resources or does not exhibit knowledge of available resources.
- Investigates and is knowledgeable about resources to support a healthy lifestyle.
- Exhibits strong knowledge of available resources and is able to direct other students to supports for a healthy lifestyle.
- Sees wellness on a singular plane.
- Acknowledges the individual is a holistic system with wellness extending beyond the physical aspects.
- Acts or provides examples that exhibit full understanding of the individual as a holistic system.
Assesses personal wellness
Can the student identify controllable factors affecting his or her own health and develop a plan to achieve or maintain wellness? /
- Does not fully consider environment as a factor in achieving wellness.
- Evaluates their environment and behavior.
- To the extent possible, prepares an environment conducive to personal and community wellness.
- Evaluates environment and behavior with a well thought out criteria.
- Envisions and advocates for an environment conducive to personal and community wellness.
- Sometimes fails to recognize triggers of destructive behaviors.
- Recognizes triggers of destructive behaviors.
- Demonstrates advanced awareness of influences that may trigger destructive behavior in self and others.
- Reveals evidence of engaging in relationships that not advantageous.
- Identifies signs of constructive and supportive relationships, and develops strategies to avoid destructive relationships.
- Practices strategies to assure relationships are supportive and constructive.
- Identifies healthy choices in one’s own life.
- Approach to wellness is not systematic, and somewhat less successful than those taking a planned approach.
- Identifies healthy choices in one’s own life.
- Can create a plan to achieve and maintain balance and wellness.
- Makes adjustments to an improvement plan based on measured progress.
- Maintains a systematic approach to wellness which includes goals, targets, and progress checks.
Understands societal and individual impact of choices and actions
Can the student identify less controllable factors and outside influences? /
- Misses the connection between social-emotional status and the effect on learning and goal achievement.
- Discusses how social-emotional status affects the ability to learn.
- Addresses the connection between self-worth, self-esteem, and the ability to achieve goals.
- Provides persuasive evidence linking social-emotional status to the ability to learn and to achieve goals.
- Provides little evidence of understanding that individual choices affect society.
- Mistakenly assumes a healthy lifestyle is a simple matter of choice.
- Understands that knowledge is transformative and that individual choices affect society.
- Understands the power to make positive choices may be obstructed by mental or medical factors that are not easily controlled.
- Understands that knowledge is transformative and that individual choices affect society.
- Compels others to understand limits to the ability to make positive choices.
- Readily assumes that all individuals prioritize in the same way.
- Can articulate that individuals prioritize choices differently leading to diverse outcomes for the whole culture.
- Embraces the individual choices that result in diverse outcomes for the whole culture.