CBA UPDATES The NEW look for CBAsMarch 2008

CBA UPDATES New cover

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HealthFitness

Identifies whether CBA is Fitness or Health

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“Before” Checklist

Teacher checklist before administering Fitness Plan for Pat CBA.

Reproduce one Student Copy of Fitness Plan for Pat CBA for each student, pages 12-14.

Read Scoring Notes, page 19.

Read Glossary (vocabulary words for Fitness Plan for Pat CBA) page 50.

Read Teachers Resources for Fitness Plan for Pat CBA, page 52.

Plan to provide for special needs students or limited writing students since they may be assessed separately or grouped with similar students for the CBA. Students with 504 Plan or other specific special needs will follow WASL protocol for all classroom-based assessments.

Remind students to bring other materials if they finish the CBA early.

Teacher checklist for the day of administering Fitness Plan for Pat CBA.

Cover or remove potential answers to the assessment

(posters, teaching aids, etc.).

Student copies of Fitness Plan for Pat CBA.

One pencil or pen for each student.

“Day Of” Checklist

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“Day After” Checklist

Teacher checklist after administering Fitness Plan for Pat CBA.

Review Scoring Notes.

Use the three rubrics provided to score Fitness Plan for Pat CBA.

Score Fitness Plan for Pat (this assessment score could be used for a class grade).

Compile data as required by school district/OSPI.

Provide feedback to students (teacher keeps all assessments).

Send results to designated school district contact.

Designated school district contact will complete and send the assessment reporting form to OSPI.

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Teacher CopySay: Today you will take the Washington Grade 8 Classroom-Based

Assessment in Health and Fitness, Fitness Plan for Pat.

Say: Are there any questions about the prompt? (pause for questions) There are three parts to this assessment and each part is worth four points. Follow along as I read Part 1.

 Say: Are there any questions about Part 1? (pause for questions)

Follow along as I read Part 2.

Say: Are there any questions about Part 2? (pause for questions) Follow along as I read Part 3

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Frequency

Definition:

Recommendation:

IntensityDefinition:

Recommendation:

TimeDefinition:

Recommendation:

TypeDefinition:

Recommendation:

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Boxes are provided with spaces for students to write the answer.

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Bagel Brand A Bagel Brand B

Pre-writing – not to be scored

Compare the Nutrition Facts labels for Bagel Brand A and Bagel Brand B.

Explain one nutritional benefit that is present in each food that you have identified.

 

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Score / 4

Additional food item:

One nutritional benefit:

Second additional food item:

One nutritional benefit:

• Eliminated 10 Anchor Sets• Eliminated 10 Practice

Sets• Eliminated 10 Qualifying

Sets• Only 10 Exemplars

(student responses)

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Dear “Stressed and Depressed” CBADepression

• Minor—mood disorder accompanied by feelings of hopelessness, sadness or helplessness

• Major—mood disorder accompanied by long-lasting feelings of hopelessness, sadness or helplessness

Distress—negative stress

Eustress—Positive stress

Stress—the body’s and mind’s response to a situation, positive or negative

Stressor—something that causes stress; example, traffic jam, tests, divorce

Stress management—coping with the harmful effects produced by stress

CBA UPDATES Glossary

Not to be handed out during the assessment

GlossaryNot to be handed out during the assessment

OSPI Health and Fitness websiteHealth and Fitness Informationhttp://www.k12.wa.us/CurriculumInstruct/healthfitness

 Washington State Department of Health

Health Information, Washington Statehttp://www.doh.wa.gov/

CBA UPDATES Teacher Resources for Dear “Stressed and

Depressed” CBA

Not to be handed out during the assessment

Teacher Resources for Dear “Stressed and Depressed” CBA

Not to be handed out during the assessment

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CBA vs. WASL—the Classroom Based Assessment is administered after a unit plan (for example, drug/alcohol unit) to assess the student knowledge in the unit. The WASL is a high-stakes test that is administered in the spring of a school year.

Classroom-Based Assessment—are multi-stepped tasks or projects aligned to specific state standards (Health and Fitness EALRs/GLEs) which require students to apply concepts and thinking skills in meaningful, authentic tasks

Minimum state standards (what is passing?)—On a four-point rubric, a student must earn a “three” or “four” to “pass” or meet minimum state standards

Prompt—a scenario or situation for the student to read which leads into the questions

Glossary for Scoring Health and Fitness Classroom-Based Assessments

Glossary for Scoring Health and Fitness Classroom-Based Assessments

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Who is responsible for the copying costs of the CBAs?Schools will provide the copies needed per their students. The

directions and prompt for each student is 1-3 pages in length. There are a few exceptions. For most items students will provide responses on the paper that they either bring to school with them or is supplied by the school. The school districts are responsible for the copying costs of the CBAs.

 Who is responsible for scoring the CBAs?Each teacher will usually serve as the primary scorer of their

student’s CBA responses. Therefore, it is important that teachers responsible for health and fitness teaching receive formal scoring training. In addition to this training, districts can assure that scores are more reliable if a percentage of CBA responses are scored by at least two scorers who can compare notes and resolve differences by reviewing “anchor” papers. When two teachers score one CBA, this will increase reliability – however, this would be at the district’s discretion rather than being a state requirement.

When teachers score their student’s responses, both the student and teacher receive immediate feedback on what has been learned.

Frequently Asked Questions

Frequently Asked Questions

DRAFT October 2007

Lisa RakozProgram SupervisorHealth and Fitness

360-725-4977TTY 360-664-3631

lisa.rakoz@k12.wa.us

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