Suzanne Shook's Portfolio Page


Intent Statement

  • Instructional Problem

Certain learners are incapable of being assessed properly by using a test or other summative assessment means. In health classes, students need to be able to demonstrate their learning by other means such as posters or presentations. Health Teachers will need to learn how to assess this type of media as both a formative and summative assessment. .

  • Instructional Setting

Health Education Classes in New York State.

  • Participants

Health Education Teachers who have students with disabilities in their classrooms as well as mainstream students.

  • Intended Change

I am expecting Health Teachers to have a better understanding of different means of assessment especially for students with learning and/or physical disabilities.

Learning Objective

I would like to give teachers a choice in assessments other than a test. Posters make great assessment tools for teachers by providing student creativity and empowerment. I will guide teachers through the use of collaborative learning and feedback in a health classroom. They will then create a rubric that assesses a poster that is used in a collaborative learning lesson.

Needs Assessment

  1. Confirm the Instructional Problem – Do Health teachers lack the know-how in assessing student’s learning through other means such as posters or presentation? I feel they do as multiple choice quizzes and tests have been the norm for years and some students are incapable of expressing what they know through a standardized test.
  2. Discover the nature of what is to be learned – Health teachers are asked to cover grades K – 12 in a school district. In doing so, they have various levels of standards they need to cover. NYS Health Standards Can the teachers use different types of assessment to accurately demonstrate their students’ understanding of the learning?
  3. Learn more about the learners within the context – Health teachers in NY State are usually limited to one per district. As we have learned through discussion, some health classes are being taught by teachers who are not certified to teach health education. Do these teachers have the knowledge to teach , assess and enhance the content of health education for students? To learn more about the learners , I will need to learn what their motivation and expectations are .

Performance Objectives

At the end of this lesson, participants will be able to:

  1. Design a lesson that allows for collaborative learning in the health classroom.
  2. Demonstrate their use of feedback as a learning tool
  3. Create a rubric that allows students to give their feedback while demonstrating their knowledge of the health topic.

Task Analysis

Prerequisites for this course:

Essential -

  • A general understanding of collaborative learning
  • Ability to use the internet


  • Verbal information skills to facilitate communication for feedback
  • Motivation to demonstrate need for feedback in classroom.

==Unit One==

  • Participants will be able to state what collaborative learning is.
  • Participants will be able to identify advantages of using collaborative strategies in a health classroom.

Unit Two

  • Participants will be able to identify various means of input for feedback.
  • Participants will be able to demonstrate delivery of feedback to others.

Unit Three

  • Participants will be able to use internet to create rubrics.
  • Participants will demonstrate the use of rubrics in assessing a health poster.

The Mini-Course

Assessment for Collaborative Learning in Health Classrooms


<> Collaborative Learning

<> Giving and Receiving Feedback - Dr.Paula O'Neil