Evaluation Strategy of Health Curriculum

Both formative and summative evaluation strategy will be used to appraise the strengths and weaknesses of the Health Curriculum. The classroom teachers, who are in contact with staff and students, could conduct part of the formative evaluation by obtaining feedback from these individuals regarding knowledge and skills they believe a health curriculum should cover based on student need.

Due to the subject H1N1 virus has recently received much attention from media and articles, lectures and useful information are being offered to educate school staff and parents on this topic. To learn more about hygiene and wellness, stay current on the topic, and identify how others are addressing health education in the schools, the health teacher and school nurse should engage in professional development activities during staff meetings, which will further assist in evaluating the curriculum.

Pre and post assessment tests could provide yet another method of evaluation. Before conducting the unit, students could be given a test measuring what they know about a single topic from health curriculum. Following the completion of the unit, a summative assessment could be administered to determine if any changes – positive or negative – had occurred since the given topic from health curriculum was implemented.

Performance-based assessments could also be used to evaluate the curriculum. Authentic assessments such as role-playing, charades, pictionaries, and observations would provide students with opportunities to demonstrate skills that have been identified as intended learning outcomes. Discussion, poster projects, and formative assessments during units with students could provide yet another method of obtaining information about effectiveness of the curriculum.

In addition to these formative and summative procedures, a summative evaluation could be conducted at the end of each year using summative tests of each unit from the health curriculum. By measuring, assessing, and evaluating the results of the curriculum over one year, the health teacher, school nurse, and classroom teachers could determine if the health education should be adapted and/or altered to best meet the needs of students.

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