Online Classroom Impact Overview - PBworks



Summative Evaluation ReportAngela D. KennedyGeorgia Southern UniversityCIED 7603Dr. Arome11/30/2012? Table of Contents TOC \o "1-3" \h \z \u Online Classroom Impact Overview PAGEREF _Toc215762407 \h 3Introduction PAGEREF _Toc215762408 \h 3Evidence of Effective Assessment PAGEREF _Toc215762409 \h 3Evidence of Planning for Effective Instruction PAGEREF _Toc215762410 \h 4Evidence of Effectively Integrating Assessment PAGEREF _Toc215762411 \h 4Evidence-baased Practices PAGEREF _Toc215762412 \h 5Learner Assessments PAGEREF _Toc215762413 \h 8WEL 154 Introduction Survey PAGEREF _Toc215762414 \h 8Nutrition and Weight Management Pre-Test PAGEREF _Toc215762415 \h 9Diet Plan Part 1 PAGEREF _Toc215762416 \h 18Diet Plan Part 2 Waist-to-Hip Measurement Assessment PAGEREF _Toc215762417 \h 21Diet Plan 4 Day Food Diary PAGEREF _Toc215762418 \h 22Discussion Forum Instructions PAGEREF _Toc215762419 \h 29Discussion Forum Topics Week 1 PAGEREF _Toc215762420 \h 30Discussion Forum Topics Week 2 PAGEREF _Toc215762421 \h 30Nutrition and Weight Management Post-Test PAGEREF _Toc215762422 \h 31Diet Plan Part 3- 5 Day Meal Plan PAGEREF _Toc215762423 \h 40Diet Plan Part 3- 5 Day Meal Plan Commentary Requirements PAGEREF _Toc215762424 \h 47Table 1: Assessment Overview PAGEREF _Toc215762425 \h 49Table 2: Assessment Individual Data PAGEREF _Toc215762426 \h 51Table 3: Assessment Group Data PAGEREF _Toc215762427 \h 51Analysis and Interpretation of Data PAGEREF _Toc215762428 \h 52Recommendations for Revision PAGEREF _Toc215762429 \h 56References PAGEREF _Toc215762430 \h 57Online Classroom Impact OverviewIntroductionThe target audience for this module is seventeen college freshman and sophomore students enrolled in a wellness course, at Georgia Military College. Georgia Military College uses MoodleRooms for online and hybrid course delivery, and the online practicum was delivered in this learning management system. Georgia Military College’s student population is quite diverse.? Their campuses are in very close proximity to Warner Robbins’ Air Force and Ft. Benning’s Army bases.? Because of this, Georgia Military College boasts a significant population of students who are members of the military, military spouses, or veterans.?This class began on October 15, 2012, and this module commenced the second week of the course, October 21, 2012 and ended on November 5, 2012. The delivered module addresses body composition and the importance of nutrition for maintaining a healthy body weight. Evidence of Effective AssessmentTwo key pieces of evidence that demonstrate an ability to effectively assess student learning were obtained prior to the commencement of the module. First, at the beginning of the course, students completed a course survey that provided demographic information, current grade level, basic computing skills, and reasons for enrolling in this course. This information was reviewed and used as a way to emphasize key points and expand upon areas where a pre-existing deficit might exist. Second, students completed a weight management and nutrition pre-test before the module began. This test was administered to assess students’ current knowledge and understanding of key concepts associated with body composition and nutrition. It also provided a basis for determining how much students learned as a consequence of this instruction. Evidence of Planning for Effective InstructionIn addition to the course survey and pre-test that guided the instruction, another critical way that the planning of this module considered and incorporated students’ existing skills and knowledge is by the manner in which the unit’s design was constructed. The learning tasks were designed to build upon existing knowledge and became increasingly more complex throughout the unit. Along with designing the module to build upon existing knowledge and previous tasks in the unit, multiple means of expression and multiple ways for students to access the material were also included. All of these factors promoted an increased likelihood that students would assimilate and accommodate the information presented, and therefore, gain a deeper understanding of this module’s key concepts and underlying principles. Evidence of Effectively Integrating Assessment This unit followed the principles of Universal Design for Learning. It offered multiple ways for students to view and understand the material.? Multiple means of representation included the textbook, which is also offered as an e-book,?screencast videos that were created specifically to highlight the primary concepts discussed in the text, third-party videos, third-party articles from the Internet, and an interactive body composition calculator. As shown in the Learner Assessments section of this document, students were offered multiple means of expression for demonstrating their understanding of the material. Students had several reduced text assignments.? The WebMD BMI Calculator activity, 4-day food journal, and 5-day diet plan are examples.? The discussion forum also gave students a chance to engage in peer reviewing.? Finally, students had access to spelling and grammar checkers in the discussion forum and in the native applications in which some of their assignments are created. Students were given multiple means of engagement through the use of threaded discussions and interactive web tools. There were seven assessments created for this module, plus four discussion forum topics, where students were required to post at least four times per topic across a three-day time frame. Students received rubrics for all assigned tasks, so they understood what the expectations were for each assignment.? In addition to completing the rubrics for each assignment, I also provided specific comments concerning the student’s overall performance.? Due to the number of tasks assigned throughout this unit, there were several opportunities for formative feedback and evaluation by the instructor, student, and peers.? According to Wang and Gearhart, this is vital in any educational environment, but critical in an online environment, where there is no face-to-face interaction (2006).? In the same respect, Ron Hundley, the director at Georgia Military College’s Columbus campus, often tells faculty to, “assess early and assess often.”? By providing multiple opportunities for evaluation and offering quality feedback throughout a unit, overall student achievement increases, because misunderstandings are corrected, and strong performances are reinforced.? ?To ensure that formative evaluation of learning and instructional effectiveness took place throughout this unit, each assignment was evaluated within 48 hours of the assigned due date. ?The submissions were also crosschecked for any misunderstandings that permeated the class. ?Issues found were promptly addressed via messaging, announcements, and emails to all students, and personal feedback was also provided to each student. Because each assignment was based upon the successful completion and understanding of the previous one, this timely evaluative feedback was critical in the successful completion of the unit. Evidence-based PracticesOnline courses are innately learner-centered due to the requirement that students must engage in the material in order to successfully complete a course. However, course instructors do have a lot of leverage concerning how student-centered instruction becomes. For example, some online instructors might design a course to simulate the traditional in-class experience as closely as possible. Recorded lectures, text readings, PowerPoint presentations, notes, and traditional exams may be the primary means for course delivery and assessment. However, many educators, who endorse a learner-centered approach question whether authentic learning takes place when all facts are provided, and the student is only required to re-state the facts that are presented, which is the general model for instructor-centered settings (Peters & Beeson, 2010). With a learner-centered approach, the emphasis moves from teaching to learning. Instruction quality becomes secondary to improving learning quality, where “students, the co-producers of learning, can and must take responsibility for their own learning.” (Saulnier, Landry, Longenecker, & Wagner, 2008, p. 170) According to Brown-Ferrigno and Muth, this benefits both teachers and students. Because students become responsible for their own learning, the role an instructor plays shifts to that of a learning coach. Students also profit because they gain a deeper understanding, learn more quickly, and “retain and use knowledge and skills more ably, and transfer both knowledge and skills gained to their work environments but also alter their own instructional expectations and practices.” (Brown-Ferrigno & Muth, 2012, p. 2). In keeping with the principles of learner-centered methods, this unit required students to engage with the materials in multiple ways. Rather than receive a text-based lecture and a single assessment where students are tested on the material covered in the lecture and text, this module required the student to interact with multiple web applications and web resources. It is worth noting that most online students appreciate the additional online resources offered in online courses, For instance, one study by Reisetter and Boris indicated that 83% of online students surveyed believed online resources are very beneficial to the learning process, and that 81% of those surveyed regularly used the materials presented (2004). Throughout the course of this module, there were ten online resources and mobile apps for calorie tracking provided in addition to the text. As with the findings of Reisetter and Boris, initial reactions from my students about these applications and resources have also been very positive. By using the information from these web apps and website resources, students have the tools needed for creating personal fitness goals and designing a nutritionally sound diet plan. As learner-centered research asserts, having students engage in authentic tasks such as those provided in this unit is an effective means for increasing the likelihood of students gaining a deeper understanding of the material covered. Another evidence-based practice implemented throughout this module is the role I played in facilitating learning. As Wang and Gearhart discussed, I served the roles of coordinator and facilitator because of the innate time and space flexibility afforded by Web-based instruction (2006).? I provided 48-hour turnaround time for all assignments and interacted with students through one-to-one communication via weekly chat sessions and email and one-to-many through discussion forum interactions, messaging, and class announcements.? I also monitored the discussion forums, and responded to course questions, as well as student emails. These responses were consistently delivered within a 24-hour timeframe. I also made myself available in the evenings and on weekends for assistance. Learner AssessmentsWEL 154 Introduction SurveyWhat is your gender?Are you an international student? If so, where are you from?How old are you? Over 30 or Under 30?Are you employed? If so, are you employed part-time or full-time?Are you in the military, a veteran, or a military spouse?Are you a freshman or sophomore?If you are a freshman, is this your first term in college?Are you enrolled full-time or part-time?What is your major?Have you successfully completed ENG 101?Have you used for other classes?Are you familiar with Microsoft Excel and have you used it for submitting class projects in other courses?Why are you taking WEL 154?Do you currently engage in a regular exercise program at least three days a week for a minimum of 30 minutes per exercise session?Do you think you currently have good nutritional habits?Will you need any special accommodations this term?Nutrition and Weight Management Pre-TestThis self-test gives you an opportunity to better assess your current knowledge about weight management and nutrition. This will enable you to identify areas of weakness and strength, as well as provide a preview of what will be discussed throughout the Nutrition and Diet Plan unit of this course.Attempts allowed: 1This quiz closes on Sunday, 21 October 2012, 11:55 PMTime limit: 1 hour1.Obesity is defined as a body mass index equal to or above:a.10.b.25.c.30.d.45.e.50.2.Overweight has been defined as a BMI of ____ and higher.a.25b.30c.35d.40e.453.Which is presently the most prevalent form of preventable death in the United States?a.obesityb.smokingc.povertyd.problem drinkinge.none of these choices4.Tolerable weight is what:a.individuals strive for with distorted self-images.b.is considered ideal weight.c.is separate from hereditary factors.d.magazines depict as the goal.e.is acceptable to the individual.5.What percent of all dieters lose weight and also keep the weight off for a significant amount of time?a.5%b.10%c.15%d.20%e.25%6.Very low-calorie diets usually:a.maintain lean mass.b.maintain organ tissues.c.reduce BMR.d.reduce disease risk.e.supply all needed nutrients.7.One pound of fat represents ____ calories.a.500b.1,000c.2,000d.2,500e.3,5008.Theoretically, weight is lost when there is a:a.caloric balance.b.negative caloric balance.c.greater caloric input than caloric output. increase in storage calories.e.positive caloric balance.9.The suggested lower limits of daily caloric consumption are ____ for men and ____ for women (respectively).a.1,500; 1,200b.1,800; 1,500c.2,100; 1,800d.2,400; 2,100e.2,700; 2,40010.____ provide the nutritional base for a healthy diet in the MyPlate food guidance system.a.Fruitsb.Whole grainsc.Vegetablesd.Low-fat milke.All of these choices11.Each gram of fat contains ____ calories, while a gram of protein or carbohydrate contains ____ calories.a.4; 9b.3; 6c.6; 3d.9; 4e.9; 512.The mechanism that seems to regulate how much a person weighs is known as the:a.basal metabolic rate.b.estimated energy requirement.c.weight-determining factor.d.setpoint.e.energy quotient.13._____ is the nonfat component of the human body.a.Lean body massb.Cellulitec.Leptind.Recommended body weighte.BMR 14.The daily recommended fiber intake for males is ____ grams and for females is ____ grams.a.38; 25b.25; 38c.15; 25d.25; 15e.30; 3015.The most dangerous fat to one’s health is:a.saturated fat.b.unsaturated fat.c.polyunsaturated fat.d.monounsaturated fat.e.trans fatty acids.16.Unsaturated fats in the diet:a.are ice cream and cheese.e from plant sources.c.deliver more calories than saturated fats.d.only have single bonds between the carbons.e.raise blood cholesterol.17.Probiotics are found in:a.nuts.b.cheeses.c.yogurts.d.meats.e.eggs.18.The National Academy of Sciences states that ____% of total calories should come from carbohydrates in a well-balanced diet.a.15–35b.25–45c.35–55d.45–65e.55–75Segway 19.The National Academy of Sciences states that ____% of total calories should come from fats in a well-balanced diet.a.10–25b.20–35c.30–45d.40–55e.50–6520.Water is:a.used in digesting and absorbing foods.b.contained in almost all foods.c.involved in rebuilding cells.d.the most important nutrient.e.all of these choicesDiet Plan Part 1For this assignment, you will visit two web sites, copy your results into a word document, create a SMART fitness goal, and submit your results in a SINGLE word document file via the GMC Online assignment tool for the week this assignment is given. First, visit and complete the LifeScan Health Risk Appraisal. Complete the entire appraisal and copy ALL of your results (select all and copy) Then open Word, and paste (your results into a new document. Note: You will need to make sure the page orientation is landscape and your margins are narrow in order for the table to fit. View Angela Kennedy Example Diet Plan Part 1 for the required format of this assignment. You may want to save this file and name it: Your Name Diet Plan Part 1 (ex: Angela Kennedy Diet Plan Part 1) and simply replace the example results with your own. This will allow you to avoid formatting a new document. Next, visit Web MD's BMI Calculator Plus?to complete your body composition calculations.? To use this calculator, enter gender, height, weight, pants size, and weight goal.? After clicking the calculate button, review each results tab (Your Info, BMI & Body Shape, Healthy Weight, Your Calories, Heart Rate, and Summary and plan) for more detailed information about current body composition. ?After completing the calculator and reviewing results, copy your results from the Summary and Plan results as shown below and in the example link Angela Kennedy Example Diet Plan Part 1. ?Refer to the rubric at the end of this document for details about how this assignment will be assessed.Based on the results of the above assessments, create a SMART body composition goal that includes a nutritional objective and addresses an area of weakness or an area that can be further improved. Be sure to review the SMART goal model at the end of Chapter 1 and Activity 3.4 prior to creating your goal. RubricDiet Plan Part 1Unsatisfactory0Target3ScoreResults were not submitted to the instructor on the assigned due date.Results were screen-printed and sent to the instructor by the assigned due date.Unsatisfactory0-.9Acceptable1-1.5Target1.5-2Student goal may not be complete, does not address the results found in the two assessments, does not follow the SMART goal model, and/or may not have been submitted to the instructor on the assigned due date.Student goal is mostly complete, mostly addresses the results found in the two assessments, mostly follows the SMART goal model, and is submitted to the instructor on the assigned due date.Student goal is complete, fully addresses the results found in the two assessments, follows the SMART goal model, and is submitted to the instructor on the assigned due date.Total Score:Diet Plan Part 2 Waist-to-Hip Measurement AssessmentFor this assignment, you will complete a waist-to-hip ratio assessment. Submit this assignment on GMC Online’s Assignment Tool by the assigned due date. Review the rubric for details concerning how this assignment will be graded.Watch How to Measure the Waist and Hips, which demonstrates how to measure your waist and hips. Record your waist and hip measurements, divide your waist measurement by your hip measurement. Based on the waist-to-hip ratio norms displayed in the video, is your ratio excellent, good, average, or at risk? RubricDiet Plan Part 2 Waist-to-Hip Measurement AssessmentUnsatisfactory0Target1ScoreWaist-to-hip assessmentWaist-to-Hip ratio and the student’s ratio rating are incomplete and/or results are not submitted to the instructor by the assigned due date.Waist-to-Hip ratio and the student’s ratio rating is recorded. Results are submitted to the instructor by the assigned due date.Total Score:Diet Plan 4 Day Food DiaryFor this assignment, you will complete a 4-day food diary, using the tools provided by SparkPeople. Submit this assignment on GMC Online’s Assignment Tool by the assigned due date. Review the rubric at the end of this document for details concerning how this assignment will be graded.1. Create a SparkPeople account. This needs to be done BEFORE viewing any of the subsequent videos. 2. View this video describing how to use the SparkPeople Nutrition Tracker 3. For convenience, here are links to SparkPeople Mobile Apps for tracking caloric intake anywhere. These will be very helpful for ensuring your logs are thorough and display all foods/fluids consumed each day. 4. After setting up a SparkPeople account and viewing the introductory video, use the SparkPeople Nutrition Tracker to record all foods, drinks, and condiments consumed over the next 4 days. This is to provide you with a baseline for your current eating patterns, which will be helpful when designing your nutrition plan in the next assignment. Change the Tracker Options to “Don’t Show Meal Plans” as shown below and enter all items consumed each day.5. Scroll to your “Daily Totals” to make sure they are not 0 and note how they compare with your recommended goals.6. After entering this data for a 4-day time frame, you will need to generate a Nutrition Log Report. Choose the appropriate Start and End dates (these will vary based on the 4 days you chose to track) as shown in the below screen prints and click Run Report. 5. Scroll to the bottom of the page and click Print Report. 6. Then click, Print This.7. If available, choose the PDF option on the print page. If you don’t have an option to print to pdf, change the Select Printer option from your default printer to Microsoft XPS Document Writer as shown in the below screen prints. Click print. You will then see a Save as dialogue box. Name the file Your Name 4 Day Food Diary (ex: Angela Kennedy 4 Day Food Diary) and click save. RubricDiet Plan 4 Day Food DiaryUnsatisfactory0-.2.9Acceptable3-3.5Target3.6-44-day Food DiaryDaily logs are mostly incomplete or not completed at all, may not be in the requested format, and/or may not have been submitted by the assigned due date.Daily logs are mostly complete but may lack some details for a few items. The assignment is in the requested format and submitted by the assigned due date.Daily logs are complete. The assignment is in the requested format and submitted by the assigned due date.Total Score:Discussion Forum Instructions Participation in the discussion forums is critical to the successful completion of the course. It is through the discussion forums that students interact and learn from each other. Please keep the following in mind as you post to the discussion forums:There are two discussion forums per week. You must make your first post prior to the due dates in order to receive full credit. The due date for the first weekly forum is 11:55 p.m. on Wednesdays. The due date for the second weekly forum is 11:55 p.m. on Fridays.Take the time before you post to organize your response. Posting responses such as "I agree", or "I don't know" are not acceptable. When responding to the topic question, use logic and reasoning supported by examples if they apply. Your responses should be concise but meaningful. Avoid the temptation to stray too far off topic.Keep your responses to one or two short paragraphs. Remember that others will be reading and responding to multiple students and posts per forum.Always be courteous of others. Try to use positive language, ask thoughtful questions, and be sensitive when providing corrective feedback.Follow the rules of netiquette. View a presentation on netiquette by Nicole Marcisz.Discussion forum participation will be graded using the following criteria:Discussion Forum?Grading Rubric1 - 2 points3 - 4 points5 pointsEngagementresponded to question three or more days after the discussion first post due dateresponded to question one to two days after discussion first post due dateresponded to question the day the discussion first post due dateInteractionresponded to question and one other studentresponded to question and two other studentsresponded to question and three or more studentsParticipationposted a minimum of one response in one dayposted a minimum of two responses over two daysposted a minimum of three responses over three or more daysRelevanceresponses are sometimes irrelevant to the discussion topicresponses are relevant and provide meaningful insight to the discussion topicresponses are always relevant and prompt further discussion of the topicDiscussion Forum Topics Week 1Topic 1:? Body Weight Discussion?How do you feel about your current body weight? What influence does society have on the way you perceive yourself in terms of your weight? Discuss whether these influences are positive or negative.??Topic 2:? Physical Activity Discussion Forum?The importance of increased physical activity cannot be over emphasized. There are major health problems that often arise when people do not incorporate regular physical activity into their lives. Thinking about your current lifestyle, discuss the role that physical activity plays in your daily life. Do you make an effort to incorporate physical activity into your daily? How? Do you think you get enough physical activity daily to maintain good health? Why or why not??Discussion Forum Topics Week 2Topic 1: Fad Diets?Obesity is at an all-time high and there are literally thousands of diet plans available. Most are geared toward short-term success, rather than lifetime changes. Discuss ways to identify fad diets and why they do not work.??Topic 2: The Typical American Diet?Discuss the typical American diet. Describe the diseases and health issues associated with this diet. Also, explain why this diet is so detrimental to one's health. Finally, discuss how closely your own diet resembles the typical American, and the reasons it does or does not.Nutrition and Weight Management Post-TestThis self-test gives you an opportunity to better assess your knowledge about weight management and nutrition after completing the unit. ?Review your results to ensure you understand this material BEFORE turning in your final Diet plan and commentary.Attempts allowed: 1This quiz closes on Sunday, 4 November 2012, 11:55 PMTime limit: 1 hour1.Obesity is defined as a body mass index equal to or above:a.10.b.25.c.30.d.45.e.50.2.Overweight has been defined as a BMI of ____ and higher.a.25b.30c.35d.40e.453.Which is presently the most prevalent form of preventable death in the United States?a.obesityb.smokingc.povertyd.problem drinkinge.none of these choices4.Tolerable weight is what:a.individuals strive for with distorted self-images.b.is considered ideal weight.c.is separate from hereditary factors.d.magazines depict as the goal.e.is acceptable to the individual.5.What percent of all dieters lose weight and also keep the weight off for a significant amount of time?a.5%b.10%c.15%d.20%e.25%6.Very low-calorie diets usually:a.maintain lean mass.b.maintain organ tissues.c.reduce BMR.d.reduce disease risk.e.supply all needed nutrients.7.One pound of fat represents ____ calories.a.500b.1,000c.2,000d.2,500e.3,5008.Theoretically, weight is lost when there is a:a.caloric balance.b.negative caloric balance.c.greater caloric input than caloric output. increase in storage calories.e.positive caloric balance.9.The suggested lower limits of daily caloric consumption are ____ for men and ____ for women (respectively).a.1,500; 1,200b.1,800; 1,500c.2,100; 1,800d.2,400; 2,100e.2,700; 2,40010.____ provide the nutritional base for a healthy diet in the MyPlate food guidance system.a.Fruitsb.Whole grainsc.Vegetablesd.Low-fat milke.All of these choices11.Each gram of fat contains ____ calories, while a gram of protein or carbohydrate contains ____ calories.a.4; 9b.3; 6c.6; 3d.9; 4e.9; 512.The mechanism that seems to regulate how much a person weighs is known as the:a.basal metabolic rate.b.estimated energy requirement.c.weight-determining factor.d.setpoint.e.energy quotient.13._____ is the nonfat component of the human body.a.Lean body massb.Cellulitec.Leptind.Recommended body weighte.BMR 14. The daily recommended fiber intake for males is ____ grams and for females is ____ grams.a.38; 25b.25; 38c.15; 25d.25; 15e.30; 3015.The most dangerous fat to one’s health is:a.saturated fat.b.unsaturated fat.c.polyunsaturated fat.d.monounsaturated fat.e.trans fatty acids.16.Unsaturated fats in the diet:a.are ice cream and cheese.e from plant sources.c.deliver more calories than saturated fats.d.only have single bonds between the carbons.e.raise blood cholesterol.17.Probiotics are found in:a.nuts.b.cheeses.c.yogurts.d.meats.e.eggs.18.The National Academy of Sciences states that ____% of total calories should come from carbohydrates in a well-balanced diet.a.15–35b.25–45c.35–55d.45–65e.55–75Segway 19.The National Academy of Sciences states that ____% of total calories should come from fats in a well-balanced diet.a.10–25b.20–35c.30–45d.40–55e.50–6520.Water is:a.used in digesting and absorbing foods.b.contained in almost all foods.c.involved in rebuilding cells.d.the most important nutrient.e.all of these choicesDiet Plan Part 3- 5 Day Meal Plan For this assignment, you will complete a 5-day meal plan by using the tools provided by SparkPeople. Submit this assignment on GMC Online’s Assignment Tool by the assigned due date. Review the rubric at the end of this document for details concerning how this assignment will be graded.1. Using the SparkPeople Nutrition Tracker enter 5 days’ worth of meal plans that are nutritionally sound and that will enable you to meet the stated body composition goal you set at the beginning of the course. This is NOT a food log where you simply record what you've eaten. Refer to the suggestions provided in SparkPeople for meal ideas, along with reading Chapter 5 for a better understanding of what a "nutritionally sound" diet should be. You can double check your plan by looking at Sparkpeople's suggested Daily Goals’ calorie, fat, protein, and carbohydrate ranges and compare them to your totals. If your numbers are red, your plan is not likely sound. Go back and make appropriate adjustments. They should be within the ranges suggested. 2. Use the Tracker’s suggested meal plans or modify them with appropriate substitutions to meet your recommended daily caloric intake, as well as recommended nutritional balance. Make sure you enable “Show Meal Plans” to see recommendations. 3. Scroll to your “Daily Totals” at the bottom of the page and make sure they are in line with those recommended following them, as shown in the below screen prints. Keep in mind this assignment is different from last week’s. Your goal is to create a nutritionally balanced plan- NOT simply record what you’ve eaten.4. After creating 5 days’ worth of data, you will need to generate a Nutrition Log. Choose the appropriate Start date (these will vary based on the 5 days you chose for your designing your plan) and change days to show to 5 as shown in the below screen prints and click Run Report. 5. Scroll to the bottom of the page and click Print Report. 6. Then click, Print This.7. Choose the PDF option on the print page. If you don’t have an option to print to pdf, change the Select Printer option from your default printer to Microsoft XPS Document Writer. Click print. You will then see a Save as dialogue box. Name the file Your Name 5 day Meal Plan (ex: Angela Kennedy 5 day Meal Plan) and click save. RubricDiet Plan 5 Day Meal PlanUnsatisfactory0-.3.1Acceptable3.2-4.4Target4.5-55-day Food LogMeal plans are mostly incomplete or not completed at all, may not be in the requested format, and/or may not have been submitted by the assigned due date.Meal plans are mostly complete but may lack some details for a few items. The assignment is in the requested format and submitted by the assigned due date.Meal plans are complete. The assignment is in the requested format and submitted by the assigned due date.Total Score:?Diet Plan Part 3- 5 Day Meal Plan Commentary RequirementsDescribe your SMART goal from Diet Plan Part 1 (you may simply copy and paste your goal here). Do you believe the meal plan you have created will help you meet your stated objective? How?Describe your overall feelings about the diet plan you have created. Do you believe you can reasonably eat this way? Why or why not?What aspect do you believe will be the easiest for you to successfully follow? Why?What aspect do you believe will be the most difficult for you to successfully follow? Why? What steps will you take to be successful in accomplishing this? Were you surprised by the recommended number of calories and/ or portion sizes you should consume? Did you find the SparkPeople Tracker an easy tool to use, and do you plan to use it in the future? Why or why not? Did you use the Mobile app? The commentary should be created in Word and be at least 150 words (use Word Count to ensure it is). Name it Your Name 5 Day Meal Plan Commentary (ex: Angela Kennedy 5 Day Meal Plan Commentary). The commentary should be submitted via the GMC Online Assignment Tool by the stated due date.Review the rubric at the end of this document.Grading parameters: 75%-content, 25% -grammar and organizationAssessment Rubric for Diet Plan CommentaryUnsatisfactory0Target1ScoreLengthThe commentary is less than 150 words.The commentary is at least 150 words.Unsatisfactory 0-2.3Satisfactory2.4- 2.6Target2.7-3ScoreContent The commentary fails to address most or all of the stated requirements of the assignment. The commentary fails to fully address some of the stated requirements of the assignment. The commentary fully addresses all of the stated requirements of the assignment.Unsatisfactory 0-.6Satisfactory.7-.8Target.9-1ScoreGrammarThe commentary lacks organization. The commentary contains numerous grammatical and spelling errors.The commentary is fairly organized. The commentary contains some grammatical and spelling errors.The commentary is well organized. The commentary contains few to no grammatical and spelling errors.Total Score:Pre-test and Post-test DataTable 1: Assessment OverviewAssessment NameSchool NameLearning Module TopicStudent DemographicNo. of students taughtPre and Post Assessments UsedLength of Unit Course SurveyGeorgia Military CollegeBody Composition and Principles of Weight ManagementCollege Freshmen and Sophomores17written pre-assessment1 weekPre-TestGeorgia Military CollegeAssessment of Body Composition, Principles of Weight Management, and NutritionCollege Freshmen and Sophomores17written pre-test2 weeksBody Weight Discussion ForumGeorgia Military CollegeAssessment of Body Composition, Principles of Weight ManagementCollege Freshmen and Sophomores17written post-assessment1 weekWeight Management Discussion ForumGeorgia Military CollegeAssessment of Body Composition, Principles of Weight ManagementCollege Freshmen and Sophomores17written post-assessment1 week Diet Plan Part 1Georgia Military CollegeAssessment of Body Composition, Principles of Weight ManagementCollege Freshmen and Sophomores17written pre/self-assessment1 week Diet Plan Part 2: Waist-to-Hip AssessmentGeorgia Military CollegeAssessment of Body Composition, Principles of Weight ManagementCollege Freshmen and Sophomores17written pre/self assessment1 weekDiet Plan Part 2: 4-Day Food DiaryGeorgia Military CollegeAssessment of Body Composition, Principles of Weight ManagementCollege Freshmen and Sophomores17written pre/self assessment1 weekAmerican Diet Discussion ForumGeorgia Military CollegeNutritionCollege Freshmen and Sophomores17written post-assessment1 week Fad Diets Discussion ForumGeorgia Military CollegeNutritionCollege Freshmen and Sophomores17written post-assessment1 weekDiet Plan Part 3: 5-Day Meal PlanGeorgia Military CollegeNutritionCollege Freshmen and Sophomores17written post-assessment1 weekDiet Plan Part 3: 5-Day Meal Plan CommentaryGeorgia Military CollegeNutritionCollege Freshmen and Sophomores17written self-assessment1 weekPost-TestGeorgia Military CollegeAssessment of Body Composition, Principles of Weight Management, and NutritionCollege Freshmen and Sophomores17written post test2weeksTable 2: Assessment Individual DataStudent IdentifierPre-test Score PercentagePost-Test Score PercentageStudent A5595Student B6095Student C5055Student D3590Student E6595Student F6575Student G8095Student H5080Student I5570Student J6585Student K4550Student L5560Student M5580Student N5085Student O2090Student P5595Student Q6070Table 3: Assessment Group DataGroup Pre-test Mean Score in %Group Post-test Mean Score in %Percent Change (= or - %)54.1280.2926.17Analysis and Interpretation of DataI have included the individual student data and class data for the pre and post-tests for this module. All other assessments in this module did not include a pre-assessment. Analysis was planned and carried out based on pre-test results and the below performance objectives.Students:will determine recommended body weight, determine personal BMI, and create a “SMART” body composition goal based on the results. Results and “SMART” goal will be submitted to the instructor via the Moodle Assignment tool by the end of week one. A score of would be acceptable in terms in terms of successfully completing this assignment.will determine their waist circumference and assess personal disease risk based on this and?BMI.? Results from this activity will be reported to the instructor via the Moodle Assignment tool by the end of week one. A score of 70% or above is acceptable in terms of successfully completing this assignment.discuss the relationship among body weight, nutrition and well being via a discussion forum topic. Discussion forum guidelines should be followed and completed by the end of week one. A score of 70% or above is acceptable in terms of successfully completing this unit.discuss strategies to better manage one’s weight via a discussion forum topic. Discussion forum guidelines should be followed and completed by the end of week one. A score of 70% or above is acceptable in terms of successfully completing this unit.identify the components of body composition, the principles of weight management, and the functions of nutrients in the body via a post-test to be completed within 60 minutes at the end of week two. A score of 70% or above is acceptable in terms of successfully completing this unit. discuss and describe the characteristics of the typical American diet via a discussion forum topic. Discussion forum guidelines should be followed and completed by the end of week two. A score of 70% or above is acceptable in terms of successfully completing this unit.discuss and describe the characteristics of fad diets via a discussion forum topic. Discussion forum guidelines should be followed and completed by the end of week two. A score of 70% or above is acceptable in terms of successfully completing this unit.record current dietary habits by entering all foods and drinks consumed for 4 days in the SparkPeople Nutrition Tracker. A pdf report will be generated and submitted to the instructor via the Moodle Assignment tool by the end of week two. A score of 70% or above is acceptable in terms of successfully completing this unit.create a nutritionally sound personal 5-day diet plan using the SparkPeople Nutrition Tracker. A pdf report will be generated and submitted to the instructor via the Moodle Assignment tool by the end of week two. A score of 70% or above is acceptable in terms would be acceptable in terms of successfully completing this unit.self-assess and analyze potential obstacles with following a nutritionally sound diet plan. Results from this activity will be reported to the instructor via the Moodle Assignment tool by the end of week two. A score of 70% or above is acceptable in terms of successfully completing this assignment.With the exception of objective pre and post-tests, rubrics were created for each of the module’s assignments and are included in the Learner Assessment Categories. A score of 70%, which equates to a C was deemed acceptable for each assignment the students submitted. The only assessment, where both a pre and post assessment were included was a test that measured students’ basic understanding of body composition and nutrition principles. The baseline class average for the pre-test assessment is 54.1%. After the learning module was completed, the class average for the post-test assessment rose to 80.3%, a 26.2% increase in overall scores, or stated another way, the class average rose from an F to a B. The class average is ten percentage points higher than the defined measure of an acceptable score. As Gaytan described, pre-tests or self-tests are a very effective assessment tools, especially in an online class environment, because students receive immediate feedback about their own learning and achievement and can then “determine the amount and quality of learning as they pre-test, study material, and test again to assess their own progress.” (2005, p. 3) This was clearly a benefit for the students in my course, not only as demonstrated in the significant difference between the pre and post test scores but also in other assessments submitted throughout the module. At the time of the post-assessment, I instructed students to review their scores and missed responses. They were to ensure they understood why they missed what they did prior to submitting the culminating project for the unit, a nutritionally sound diet plan. As shown in the following table, the class average for the diet plan was 80.88%, again considerably higher than the acceptable minimum score of 70% with this project. As shown, this average also included two zeros for students who did not submit an assignment.Table 4: 5-Day Meal Plan Assessment Individual and Group DataStudent IdentifierScore as a PercentageStudent A0Student B100Student C0Student D90Student E95Student F90Student G100Student H75Student I80Student J100Student K90Student L95Student M95Student N100Student O90Student P90Student Q85Class Average80.88%Recommendations for RevisionAlthough this module went exceptionally well, and students were very receptive to the course presentation and materials, there are a couple of revisions that should be incorporated for future courses. First, the syllabus included a requirement for students to have access to Microsoft Office; however, there were a few students who did not have access to Microsoft Office but had access to Microsoft Works. They saved documents and spreadsheets in formats I could not open. I explained to them they needed to submit the assignments in the correct format, so I could open them. Apparently, this is the first course some of them have taken where Microsoft Office documents were required, because they had absolutely no idea how to convert them to the appropriate format. I had no experience with Works, so I requested they use Microsoft SkyDrive’s Web Office Apps. These students were nervous about using another technology and instead sent assignments in formats that were inappropriate for the work submitted. I have since learned that Works can open earlier versions of Office documents, such as .doc (versus .docx) and .xls (versus .xlsx). For future classes, I will plan to save these documents in older formats, so students are less likely to have compatibility issues.Another issue I encountered several times is students not thoroughly reading an assignment, even after I asked them if they have. Ideally, I would like to develop instructional screencasts for some of the more involved projects, where directions span across five or more pages. This would provide students an option to view each step being taken, as they might see in a traditional classroom. Because there are no pre-requisites for enrolling in the Wellness course, my students have varying degrees of reading comprehension skills. In the traditional classroom, this is not problematic because we go to the computer lab and work through the initial requirements. I believe providing students with a similar experience online would resolve many of the issues they encountered as they worked through the assignments. ReferencesBrown-Ferrigno, T., & Muth, R. (2012). Use of learner-centered instructional strategies in higher education:Doctoral student assessments. International Journal for the Scholarship of Teaching and Learning, 6(2),1-21.Gaytan, J. (2005). Effective assessment techniques for online instruction. Information Technology, Learning,and Performance Journal, 23(1), 25-33. Retrieved from, W. & Hoeger, S. (2012). ?Fitness and wellness (10th ed.). New York, NY: McGraw Hill.Peters, R., & Beeson, M. (2010). Reducing the gap between skills sought by employers and developed byeducation. Political Science & Politics, 43(4), 773-777. Reisetter, M., & Boris, G. (2004). What works: Student perceptions of effective elements in online learning.Quarterly Review of Distance Education, 5(4), 277-291,309. Retrieved from, B. M., Landry Longenecker, H.E., & Wagner, T.A., J. P., Longenecker, H. E., & Wagner, T. A.(2008). From teaching to learning: Learner centered teaching and assessment in information systemseducation. Journal of Information Systems Education, 19(2), 169-174. ?Wang, H., & Gearhart, D. L. (2006). Designing and developing web-based instruction. Upper Saddle River,NJ: Pearson Merrill Prentice Hall. ................
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