Professional Documents
Culture Documents
Health
Test Item Specifications
Grades 68
Table of Contents
Introduction ..................................................................................................................... 1
Mission Statement .................................................................................................... 1
Origin and Purpose of the Specifications .................................................................. 2
Scope of This Document .......................................................................................... 2
Overall Considerations ............................................................................................. 2
Review Procedures for the Florida Health Item Bank ...................................................... 4
Review of Graphics .................................................................................................. 4
Review of Test Items ................................................................................................ 4
Review for Potential Bias and Sensitivity Issues ...................................................... 5
Universal Design ............................................................................................................. 6
Criteria for Selecting Graphic Stimulus Materials ............................................................ 8
Types ........................................................................................................................ 8
Sources .................................................................................................................... 9
Characteristics .......................................................................................................... 9
Content ..................................................................................................................... 9
Modifications............................................................................................................. 9
Graphic Features .................................................................................................... 10
Diversity .................................................................................................................. 10
Length of Video Clip ............................................................................................... 10
Evidence-Centered Design ........................................................................................... 12
Criteria for the Florida Health Items............................................................................... 13
Item Style and Format ............................................................................................ 13
Scope of Items........................................................................................................ 24
Cognitive Complexity of the Florida Health Items .......................................................... 25
Cognitive Complexity .............................................................................................. 25
American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
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American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
INTRODUCTION
On August 24, 2010, the U.S. Department of Education announced that Florida was a
winner of the federal Race to the Top Phase 2 competition. An important component of
Floridas winning application focused on the Standards and Assessments assurance
area, including the creation of high-quality, balanced assessments. Included among the
initiatives managed by the Office of Race to the Top (RTTT) Assessments were seven
projects awarded to Local Education Agencies (LEAs) individually or in partnerships to
create high-quality assessments for hard-to-measure content areas.
The Florida Department of Education sought and included recommendations from
educators across the state, including the Florida Organization of Instructional Leaders
(FOIL) and a State Advisory Committee on District-Developed Student Assessments for
Instructional Effectiveness (DDSAIE), made up of parents, teachers, and district-level
administrators, to determine the appropriate scope of work for assessments for the
hard-to-measure content areas. Based on these recommendations, teacher assignment
and student enrollment data were analyzed to determine the courses that will reach the
greatest number of students and teachers in the hard-to-measure content areas. A Next
Generation Sunshine State Standards (NGSSS) benchmark analysis was compiled for
the selected content areas. Visual Arts was identified as a content area with courses
having the greatest need for assessment development.
This project is intended to provide Florida public and charter school districts with an
extensive bank of assessment items that are of high quality, are standards-based
(NGSSS), and are vetted by Florida educators. When the item bank and test platform
are fully operational, Florida public and charter school teachers and districts will have
the ability to search the bank, export items, and generate customized assessments to
meet their needs. In addition, a public level of practice items will be available to students
and parents, which independent schools may access as well.
Mission Statement
Although not all benchmarks lend themselves to large-scale testing, successful schools
recognize the need for students to master all of Floridas standards. The increased rigor
exemplified in the NGSSS will enhance student performance in a rapidly advancing
global environment.
American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
Overall Considerations
This section of the Specifications describes the guidelines that apply to all test items
developed for the Visual Arts Item Bank.
Overall considerations are broad item-development guidelines that should be addressed
during the development of test items for the Visual Arts Item Bank.
American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
The reading level of the items should be on or below the grade level of the
students for whom they are intended. Items intended for kindergarten and firstgrade students should contain pictures for the multiple-choice options and
provide for teachers and/or test administrators explicit directions that explain how
the item stem and options should be read aloud.
Items should require students to apply skills previously taught in lower grades.
Therefore, these skills will continue to be tested at higher grade levels.
Some items may include an excerpt from stimulus material associated with
several items in addition to the item stem.
Each item should be written clearly and unambiguously to elicit the desired
response.
American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
Review of Graphics
A committee made up of select Florida educators with experience and expertise in
visual arts instruction at the appropriate grade levels reviews graphics for potential use
in the Visual Arts Item Bank. Of extreme importance is the vital role the educators play
in determining the appropriateness of the graphics for test item use. After reviewing
graphics, the committee must reach a consensus as to whether a particular graphic will
be used in the Visual Arts Item Bank. Each factor considered in this review process is
identified in the Criteria for Selecting Graphic Stimulus Materials section.
American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
UNIVERSAL DESIGN
The application of universal design principles helps develop assessments that are
usable by the greatest number of test takers, including those with disabilities and
nonnative speakers of English. To support the goal of providing access to all students,
the test maximizes readability, legibility, and compatibility with accommodations, and
test development includes a review for potential bias and sensitivity issues.
Universal design also implies that all non-construct-oriented features should be
removed from items so that the item is truly assessing the intended construct and not
some other feature of the item. Because items in some of the Hard-to-Measure Content
Areas item banks will be administered to students in grades K2, it is important to
consider the cognitive and academic abilities of students at these grade levels when
developing the items. For example, students in kindergarten often cannot read.
Therefore, requiring these students to read and answer questions will present a hurdle
that they will not be able to surmount. The scores of students on these items will not
represent their mastery of the course content but rather will reflect their inability to read.
Thus, item presentation that includes the use of voice-over and easily identifiable
visuals will increase the validity of the items for students in grades K2.
In addition, because the Hard-to-Measure Content Areas item banks are assessing
students ability to apply the content and skills that the students have learned in class
through performances or production of works that demonstrate the attainment of the
required skills, the nature of the questions as well as the scored products will differ from
those commonly used in standardized assessments. However, even with the inclusion
of video components and audio components, both as stimulus materials and as
evidence for finished products, the principles of universal design must be maintained so
that students scores reflect knowledge of the constructs being assessed and not
extraneous features of the task.
During the initial development of the Florida Health Item Bank, both internal and
external reviewers revised items and tasks to allow the widest possible range of student
participation. Item writers must attend to the best practices suggested by universal
design, including but not limited to the following:
Reduction of wordiness
Avoidance of ambiguity
American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
Universal design principles also inform decisions about test layout and design,
including, but not limited to, type size, line length, spacing, and graphics.
Throughout the development process for the Florida Item Bank, these elements are
carefully monitored. The review processes and field-testing are used to ensure
appropriateness, clarity, and fairness.
American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
Types
The purpose of the health items is to measure student achievement in understanding
the principles that underlie good health, the ability to identify situations and safety
measures that bring about good health, the healthy behaviors that students should
engage in both in school and in the community, and ways to communicate effectively
about health issues to their peers, adults, and community professionals. Health
situations may contain the aspect of action over time, and therefore the bank must
display this action visually. The stimulus material for some items will have to be a still
shot, a series of still shots, or a short video of the activity. The stimuli for items may
include black and white line drawings, color drawings, photographs, and video clips.
The use of photographs and video clips will allow some display of the aspect of action
over time.
Black and white line drawings should be clear and should demonstrate
the focus of the question without superfluous background material
present. They should not contain excessive shading that makes the focus
of the graphic difficult to immediately discern.
Color drawings should be clear and should demonstrate the focus of the
question without superfluous background material present. They should
not contain excessive shading that makes the focus of the graphic difficult
to immediately discern.
Photographs should be clear and should demonstrate the focus of the
question without superfluous background material present. They should
not contain excessive shading that makes the focus of the photo difficult
to immediately discern.
Video clips should be clear and should demonstrate the focus of the
question without superfluous background material present. They should
not contain more than two or three people engaged in the activity that is
being illustrated. The clip should start at a static position and then show
American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
the action to be illustrated clearly from the start to the finish. The clip
should last no longer than 1 minute.
Sources
Graphics should be non-copyrighted in the public domain or produced or commissioned
by the item writer expressly for the Florida Health Item Bank. Commissioned graphics
produced by the item writers for the Health Item Bank and related products will be the
property of the DOE.
Characteristics
Graphics must be clear and easy to reproduce as well as authentic. Graphics that
require the test taker to have prior or specialized knowledge that is not consistent with
the NGSSS should not be included.
Graphics must function as intact pieces. They must also contain the recognizable key
concepts that they are intended to illustrate.
Graphics produced for the Florida Health Item Bank should reflect the same qualities of
art expressed in the NGSSS. Graphics should present subject matter that is grade-level
appropriate.
The selection of public domain graphics must follow the same rigorous review process
as do all other types of graphics. They should be reviewed by the item writer for any
bias and sensitivity issues and grade-level appropriateness.
Content
Graphics should be interesting and appealing to students at the grades for which the
graphics are intended. Graphics at a given grade level should include a range of ageappropriate images, drawings, photos, or videos. Also, graphics should contain
conceptually appropriate and relevant subjects. Graphics with controversial or offensive
content should not be included in the item bank. Confusing or emotionally charged
subjects should also be avoided. References to trademarks, commercial products, and
brand names should not be included.
Modifications
A public domain graphic should not be modified but should be shown as intended by the
producer. This means that a public domain graphic that includes potentially offensive or
upsetting materials should not be included in the items. However, a commissioned
American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
graphic developed specifically for the Florida Health Item Bank that is otherwise
appropriate may be modified to remove or replace offensive or grade-level-inappropriate
material.
Graphic Features
Graphics may include text boxes and other labels, legends, keys, and captions.
Graphics should also reflect multicultural diversity and avoid gender stereotyping.
Item writers must not develop items for which the correct response depends on
recognition of color. If a reference to color is used in an item, the color must be labeled
with appropriate text. All graphics must be high quality.
Diversity
Graphics should bring a range of cultural diversity to the test. Characters, settings, and
situations should reflect the variety of interests and backgrounds that make up Floridas
student population. Graphics should represent and/or be created by people of different
cultures and races; however, culture- or region-specific graphics should not create an
advantage or a disadvantage for any particular group of students with a particular
characteristic, including gender, race, ethnicity, religion, socioeconomic status,
disability, or geographic region. These kinds of graphics must include text with sufficient
information to allow a student to answer the question.
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American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
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EVIDENCE-CENTERED DESIGN
Evidence-centered design provides a schema for the development of the constructedresponse items and performance tasks in the Florida Health Item Bank. Evidencecentered design makes explicit a structured item creation process:
1. Begin from a clear statement of the proficiencies to be measured.
2. Identify the student responses that provide evidence of those proficiencies.
3. Define the constructed-response items and/or performance tasks that require the
types of student responses identified in step 2.
In many ways, this process is a straightforward extension of a classic approach to
assessment (define a framework or content standards, develop item specifications, and
write items meeting the specifications). What it adds is an explicit recognition that each
item or task provides response-based evidence of proficiencies.
Evidence-centered design is operationalized in the Florida Health Item Banks scoring
rubrics with the use of scoring assertions that will guide item developers in the design
and development of targeted constructed-response items and performance tasks. A
scoring assertion consists of (1) a statement of the competency that is to be
demonstrated if the assertion is true and (2) the student response or response
characteristic that provides evidence for the presence of this competency. For example,
a constructed-response item may be designed to assess the competency of explaining
the physical, mental/emotional, social, and intellectual dimensions of health. The item
may target two proficiencies based on the physical dimension of health:
(1) identifying one method to prevent the spread of a disease and (2) explaining why
this method works. The scoring assertion for the first proficiency would include a verbal
expression of the proficiency, along with a representation of the particular evidence that
the response would have to exhibit (e.g., the student lists a correct method to
prevent the spread of a disease). Scoring assertions for the second would be similar
but would look for evidence of a reason the method selected is useful in achieving the
goal of good health. The explication of the response the student must provide, as well
as the evidence of this proficiency in the rubric for the constructed-response item,
allows the direct link between the proficiency and the evidence for the attainment of that
proficiency.
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American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
Items should be clear and concise, using vocabulary and sentence structure
appropriate for the assessed grade level.
Items should be written in the active voice and not the passive voice (e.g.,
instead of The apple was eaten by the student, use The student ate the
apple).
Items should not contain negative stems; therefore, stems should not include the
words NOT, EXCEPT, or LEAST.
Masculine pronouns should not be used to refer to both sexes. Plural forms
should be used whenever possible to avoid gender-specific pronouns (e.g.,
instead of The student will make changes so that he, use The students will
make changes so that they).
As needed, item stems may be constructed using more than one sentence.
Multiple-Choice Items
Definition
A multiple-choice item contains a question and four answer choices for grades 38. One
choice is the correct answer and the other two or three choices are incorrect. The
incorrect choices must be plausible, for their purpose is to draw the students who have
not fully mastered the concept that is being assessed; for example, a common
misconception might be used as an incorrect choice.
Multiple-choice items can assess one or more benchmarks and can range from low to
high complexity. A multiple-choice item takes approximately 1 minute of testing time to
answer. Each item is worth 1 raw score point.
American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
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Terminology
Listed below are the definitions of the specific terms used for the parts of a multiplechoice item, along with a sample item with each term identified.
Stem: The statement of the question
Options: The answer choices
Key: Correct answer choice
Distractors: Incorrect answer choices
Stem
Option
s
14
A.
B.
C.
D.
American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
Criteria
Multiple-choice items should take approximately 1 minute of testing time per item
to answer.
Multiple-choice items should have directed stems, not undirected stems (e.g.,
Which of the following statements is true?). That is, students should be able to
answer the question without first looking at the answer choices.
Answer keys should not be the only options to contain words or phrases used in
the item stem.
Answer keys should not be the only positively or negatively worded options.
Outliers should be avoided because they are answer choices that clue the
student or draw the students attention away from the other answer choices.
Outliers often contain grammatical clues and may involve answer choices that
are longer or more specific than other answer choices. A common type of outlier
occurs when a date or a proper noun appears in only one of the options, or not in
one of the options and in all the other options, in which case the option without
the date or noun is the outlier.
Answer choices that are the opposite of correct answer choices should not be
used as distractors.
Answer choices should not include No change needed, Correct as is, None of
the above, All of the above, etc.
American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
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Constructed-Response Items
Definition
Constructed-response items require students to provide an oral or written response.
These questions typically ask students to describe, discuss, explain, or critique a work
of art, the procedures used, or the choice of media. Constructed-response items have
multiple ways in which students can respond correctly. These items can be worth 2 or 4
points depending on the complexity required for a complete response.
Constructed-response items can assess one or more benchmarks and can range from
low to high complexity. A constructed-response item takes approximately 3 to 7 minutes
of testing time to answer, and each item is worth 2 or 4 score points.
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American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
Terminology
Listed below are the definitions of the specific terms used for the parts of a constructedresponse item, along with a sample item with each term identified.
Prompt: The written statement of the question the student must answer
Rubric: A description of how to score the students response
Score Points: The number of points that can be awarded for a response
Score Point Descriptors: The student response that is required for each
score point
The following item sample illustrates the appropriate format for a short constructedresponse item for grades K12.
Prompt:
Describe two reasons it is a good idea to wear a seat belt in case you are in an accident.
Item Rubric
Score Points
2 points
1 point
0 points
American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
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Prompt:
Describe a situation when you might be forced to compromise. Then, explain how you would
compromise to achieve a positive result.
Item Rubric
Score Points
2 points
1 point
0 points
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American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
Prompt:
Identify two family practices that influence good physical health. Then, describe how these
practices improve physical health.
Item Rubric
Score Points
4 points
3 points
2 points
1 point
0 points
American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
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Criteria
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There are two types of constructed-response items: short (SCR) items and
extended (ECR) items.
SCR items take approximately 3 minutes of testing time to answer and require a
phrase or sentence as a response. They are worth 2 points each.
ECR items take approximately 6 minutes of testing time to answer and require
several sentences or a paragraph as a response. They are worth 4 points each.
SCR and ECR items should require a more complex response than a multiplechoice item permits.
SCR and ECR items should not ask for a yes or no response.
SCR and ECR items should contain enough information to focus the student on
the task that must be accomplished.
SCR and ECR items should indicate the amount and type of information that
must be included in the response.
SCR and ECR items should not ask for multiple repetitions of the same task to
gain additional points.
SCR and ECR items with two parts should not include score point dependencies,
that is, achieving points on the second part of the item should not depend on a
correct response to the first part of the item.
SCR and ECR items should present a task that can be completed in the time
allotted for the question type.
SCR and ECR items should permit multiple solutions to the task presented in the
prompt.
SCR and ECR items should have rubrics that are clearly aligned to the task
presented in the prompt.
SCR and ECR items must be accompanied by a rubric or scoring guideline that
lists the anticipated responses and the point value for each of the responses.
SCR and ECR item rubric score point descriptions should clearly delineate what
a student must do to earn each point.
SCR and ECR item rubrics should not contain scoring rules that do not
correspond to what is asked in the prompt.
SCR and ECR item rubrics should contain unambiguous response exemplars.
After SCR and ECR items are field-tested, sample student papers should be
included in the rubrics to provide student-generated exemplars for each score
point.
American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
Performance Tasks
Definition
Performance tasks require students to produce a work of art on their own. They can be
given a standard set of materials, a technique they must use, and/or the subject of their
artwork.
Performance tasks can assess one or more benchmarks and can range from medium to
high complexity. A performance task takes approximately 5 to 10 minutes of testing time
to answer, and each item is worth 1 to 4 score points.
Terminology
Listed below are the definitions of the specific terms used for the parts of a performance
task, along with a sample task with each term identified.
Materials: The materials that must be provided for the student
Setup: The setup for the presentation of the task
Prompt: The directions that are stated before the student begins the task
Rubric: The scoring guidelines for a students response
Score Points: The points that can be awarded for a response
Score Point Description: The student response that will earn each of the
score points
American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
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Materials:
None
Set Up:
Prompt:
Say: Assume you have been told by your doctor to supplement your diet with vitamins.
You may purchase the vitamins in a specialty store, or at your local discount store. Which
would you choose? Give two reasons to support your answer.
Item Rubric
Score Points
2 points
1 point
0 points
The sample task above shows the format for a grades K12 performance task, along
with its item-specific rubric. In this sample, the materials, the task setup, and the specific
prompt are presented first. They are followed by the rubric with the applicable score
points. A performance task can be worth from 1 to 4 points.
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American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
Criteria
Performance tasks should permit multiple solutions to the task presented in the
prompt.
Performance tasks should refer to and use materials, tools, and techniques that
are appropriate classroom activities for students.
Performance tasks should adhere to all the general guidelines and the
constructed-response guidelines listed above.
American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
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Scope of Items
The scope of the Florida Health Item Bank for grades K8 is presented by the NGSS
benchmarks for these grades. The benchmarks serve as the objectives to which the test
items are written. There may be additional specification or restrictions by grade level,
and these are provided in the content limits section of the item specifications listed
under each benchmark.
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American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
Cognitive Complexity
Cognitive complexity refers to the cognitive demand associated with an item. The
cognitive classification system is based upon Dr. Norman L. Webbs Depth of
Knowledge (DOK) levels.1 The rationale for classifying an item by its DOK level of
complexity focuses on the expectations made by the item, not on the ability of the
student. When an items demands is classified on thinking (i.e., what the item requires
the student to recall, understand, analyze, and do), it is assumed that the student is
familiar with the basic concepts of the task. Test items are chosen for the Health Item
Bank on the basis of the NGSSS and their grade-level appropriateness, but the
complexity of the items remains independent of the particular curriculum a student has
experienced. The cognitive complexity of an item depends on the grade level of the
assessment; an item that has a high level of cognitive complexity at one grade may not
be as complex at a higher grade.
The categorieslow complexity, moderate complexity, and high complexityform an
ordered description of the demands an item may make on a student. For example, lowcomplexity items may require a student to solve a one-step problem. Moderatecomplexity items may require multiple steps. High-complexity items may require a
student to analyze and synthesize information. The distinctions made in item complexity
ensure that items will assess the depth of student knowledge at each benchmark. The
intent of the item writer weighs heavily in determining the complexity of an item.
The page that follows illustrates some of the varying demands that items might make at
each complexity level for the Florida Health Item Bank. Note that items may fit one or
more descriptions. In most instances, these items are classified at the highest level of
complexity demanded by the item. Caution must be used in referring to the table (page
29) that describes activities at each cognitive complexity level. This table is provided for
ease of reference, but the ultimate determination of the item complexity should be made
considering the overall cognitive demand placed on a student.
Item writers are expected to evaluate their items in terms of cognitive complexity and
include this on the item template. Items should generally be targeted to the highest level
of complexity as appropriate to the assessed benchmark, although some benchmarks
1
Webb, N. L., et al. (2005). Webb alignment tool. Madison: University of Wisconsin-Madison, Wisconsin Center for
Educational Research. http://www.wcer.wisc.Edu/WAT/index.aspx.
American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
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call for items at varying levels. When this is the case, writers should take care to cover
the range of levels that are appropriate and not create items only at the lower ranges.
Low Complexity
The low-complexity items in the Florida Health Item Bank require students to recall,
observe, question, or represent basic art facts. For a low-complexity item, students are
expected to demonstrate simple skills or abilities. A low-complexity item requires only
basic understandingoften verbatim recall or simple understanding of an art term or
process.
Below is an example of a low-complexity item.
On a hot day, what is one way to prevent heat exhaustion during physical activity?
*A.
26
B.
Putting on sunscreen
C.
Running faster
D.
Wearing a hat
American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
Moderate Complexity
The moderate-complexity items in the Florida Health Item Bank require two steps:
identification and subsequent processing of that information. Students are expected to
make inferences and may encounter items that include words such as classify,
organize, and compare. Depending on the objective of a particular moderate-level
item, students may also be required to explain, describe, or interpret.
Below is an example of a moderate-complexity item.
Deondres friends are pressuring him to skateboard with them down a very steep hill.
Deondre thinks that it is looks like fun, but may also be dangerous.
Which action should he take?
A.
B.
*C.
D.
American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
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High Complexity
The high-complexity items in the Florida Health Item Bank make heavy demands on
student thinking. Students may be asked to explain, generalize, or make multiple
connections. High-complexity items require several steps involving abstract reasoning
and planning. Students must be able to support their thinking. Items may involve
identifying a unifying theme across artworks or making complex inferences across
pieces of art. Students may also be asked to assess a stimulus for a particular art
concept and then apply that concept to a new work of art that they create themselves.
Below is an example of a high-complexity item.
Eric wants to lose a small amount of body fat to become more physically fit. Describe two
short-term goals that Eric can set and how they would achieve weight loss in a healthy
way.
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American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
The following table is provided for ease of reference; however, caution must be used in
referring to this table, which describes activities at each cognitive complexity level. The
ultimate determination of an items cognitive complexity should be made after
considering the intent of the overall cognitive demand placed on a student.
Examples of Floridas Health Items Across Cognitive Complexity Levels
Low Complexity
Which heredity factor affects
personal health?
Which condition could be a
result of smoking?
Which health problem is
common in teenagers?
What health information is
commonly posted at
community pools?
Moderate Complexity
Jamies school offers free
breakfast to every student.
What is one way eating
breakfast every morning
affects your health?
Juana believes that regular
exercise is important. She
loves to explore the outdoors
and often goes hiking or
running with friends. Which
group at school is Juana most
likely to join?
High Complexity
Develop a list of criteria that
are important when selecting
medical products for an illness
or injury.
Eric wants to lose a small
amount of body fat to become
more physically fit. Describe
two short-term goals that Eric
can set and how they would
achieve weight loss in a
healthy way.
American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
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Item writers must submit items in the agreed-on template. All appropriate
sections of the template should be completed before the items are
submitted.
Sources
Item writers are expected to provide sources for all graphics included in
the item. Acceptable sources for graphics are public domain sources that
do not require copyright fees for use. Original photos of students must be
accompanied by a completed permission form.
Correct Response
Option Rationales
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American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
Cognitive
Complexity
Cognitive
Complexity
When submitting items, item writers must balance several factors. Item
submissions should
Electronic
Submission
include items for the benchmarks and grade levels assigned to the
item writer;
include items of varying difficulty;
include items at or above the cognitive complexity level of the
assigned benchmarks;
have an approximate balance of the correct response between the
answer choices for multiple-choice items;
have an equal balance of male and female names and include
names representing different ethnic groups in Florida;
have an equal balance of male and female students at the
appropriate grade level in stimulus and/or option photographs and
drawings; and
have an equal balance of ethnic groups in Florida represented in
stimulus and/or option photographs and drawings.
Items will be submitted directly into the Florida State Item Banking
Platform.
American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
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The two letters in the first position of the code identify the Subject Area (e.g., HE
for Health).
The number in the second position (first number) represents the Grade Level.
The letter in the third position represents the Strand, or category of knowledge,
to which the benchmark belongs. In Health, the Florida Health Item Bank
includes three categories for the Strand.
- Strand C: Health Literacy: Concepts
- Strand B: Health Literacy: Responsible Behavior
- Strand P: Health Literacy: Promotion
The number in the fourth position of the code represents the Standard for the
benchmark.
The number in the fifth position shows the specific Benchmark that falls under
the specified Big Idea and within the Enduring Understanding.
HE.6.C.1.2
Benchmark
Describe how the physical,
mental/emotional, social, and
intellectual dimensions of health
are interrelated.
Subject
Area
Health
Grade
6
Strand
Enduring Understanding
Comprehend concepts related to
health promotion and disease
prevention to enhance health.
Conce
pts
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American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
Health
Grade 6
Strand 1
Standard 1
Benchmark 2
Concepts
Comprehend concepts related to health promotion and
disease prevention to enhance health.
Describe how the physical, mental/emotional, social, and
intellectual dimensions of health are interrelated.
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Standard
Benchmark
Clarification
Content Focus
The content focus defines the specific content measured by each health
item.
Content Limits
The content limits define the scope of content knowledge that will be
assessed (e.g., specific elements that can be compared or contrasted)
and in some cases indicate areas of the benchmark that will not be
assessed. For some benchmarks, additional information is provided to
clarify specific directions in developing test items.
Stimulus
Attributes
Stimulus attributes define the types of stimuli that will be used in the
development of items, including appropriate context or content suitable for
assessing the particular benchmark.
Distractor
Attributes
Sample Items
Sample items that assess each benchmark are provided at each grade
level for each acceptable item format. The sample items are presented in
a format similar to those on the test, and the correct answer or scoring
rubric for each sample item is provided.
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American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
35
SPECIFICATIONS
FOR
GRADE 6
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American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
37
Standard: LAFS.6.RI.3.8
Strand: Writing
Cluster: 3. Integration of Knowledge and Ideas
Standard: LAFS.6.RI.3.8: Trace and evaluate the argument and specific claims in a text,
distinguishing claims that are supported by reasons and evidence from claims that are not.
Clarification: Identify claims that are and are not supported by evidence.
Performance Level Descriptor: To demonstrate proficiency, students will identify claims in a
text and describe their evidence and reasoning.
Content Focus: Criticizing health texts.
Content Limits: Topics may include, but are not limited to, the following:
Hygiene
Illness/chronic illness
Environmental health
Physical/social/emotional health and fitness
Nutrition
Vaccinations
Safety
Substance abuse
Sexually transmitted infections
Bullying
Family health and heredity
Communicable disease
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
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American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
Standard: LAFS.6.W.1.1
Strand: Writing
Cluster: 1. Text Types and Purposes
Standard: LAFS.6.W.1.1: Write arguments to support claims with clear reasons and relevant
evidence.
Clarification: Write an argument on a health position.
Performance Level Descriptor: To demonstrate proficiency, students will write an argument
on a health position using clear and concise reasons and evidence as support.
Content Focus: Writing about health topics
Content Limits: Topics may include, but are not limited to, the following:
Hygiene
Illness
Environmental health
Physical/social/emotional health and fitness
Nutrition
Vaccinations
Safety
Substance abuse
Sexually transmitted infections
Bullying
Family health and heredity
American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
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Standard: LAFS.6.SL.2.5
Strand: Speaking and Listening
Cluster: 2. Presentation of Knowledge and Ideas
Standard: LAFS.6.SL.2.5 Include multimedia components (e.g., graphics, images, music,
sound) and visual displays in presentations to clarify information.
Clarification: Create or describe graphical support for health information.
Performance Level Descriptor: To demonstrate proficiency, students will create or describe
graphics or images that may be used to support health information.
Content Focus: Supporting health information
Content Limits: Topics may include, but are not limited to, the following:
Hygiene
Illness
Environmental health
Physical/social/emotional health and fitness
Nutrition
Vaccinations
Safety
Substance abuse
Sexually transmitted infections
Bullying
Family health and heredity
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Constructed Response
Performance Task
American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
Standard: LAFS.68.WHST.2.6
Strand: ELA Literacy - Writing
Cluster: 2. Production and Distribution of Writing
Standard: LAFS.68.WHST.2.6 Use technology, including the Internet, to produce and publish
writing and present the relationships between information and ideas clearly and efficiently.
Clarification: Uses the computer and/or Internet to produce a paragraph or short essay on a
health-related topic.
Performance Level Descriptor: To demonstrate proficiency, students will use the computer
and/or research on the Internet to write a short essay on a health-related topic.
Content Focus: Computers used to write for health
Content Limits: Students must be provided a specific topic when instructed to research on the
Internet. Topics may include, but are not limited to, the following:
Hygiene
Illness
Environmental health
Physical/social/emotional health and fitness
Nutrition
Vaccinations
Safety
Substance abuse
Sexually transmitted infections
Bullying
Family health and heredity
Performance Task
American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
41
Standard: MAFS.6.SP.1.1
Strand: Statistics and Probability
Cluster: 1. Develop understanding of statistical variability.
Standard: MAFS.6.SP.1.1 Recognize a statistical question as one that anticipates variability in
the data related to the question and accounts for it in the answers. For example, "How old am
I?" is not a statistical question, but "How old are the students in my school?" is a statistical
question because one anticipates variability in students ages.
Clarification: Recognize statistical questions.
Performance Level Descriptor: To demonstrate proficiency, students will identify statistical
questions to be asked in health-related studies.
Content Focus: Statistics in health
Content Limits: Statistical topics may include, but are not limited to, the following:
Ages of individuals
Rates of infection/pregnancy
Rates of bullying/reporting of bullying
Environmental health
Physical fitness data
Nutritional data
Social health data
Emotional health data
Gender populations data
Disease prevalence and incidence data
Heredity
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
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American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
Standard: MAFS.6.SP.1.2
Strand: Statistics and Probability
Cluster: 1. Develop understanding of statistical variability.
Standard: MAFS.6.SP.1.2 Understand that a set of data collected to answer a statistical
question has a distribution which can be described by its center, spread, and overall shape.
Clarification: Use statistical data.
Performance Level Descriptor: To demonstrate proficiency, students will identify the
distribution of statistical data to describe health patters and information.
Content Focus: Statistics in health
Content Limits: Statistical topics may include, but are not limited to, the following:
Ages of individuals
Rates of infection/pregnancy
Rates of bullying/reporting of bullying
Environmental health
Physical fitness data
Nutritional data
Social health data
Emotional health data
Gender populations data
Disease prevalence and incidence data
Heredity
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
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43
Benchmark: HE.6.C.1.1
Strand: Concepts
Standard: 1. Comprehend concepts related to health promotion and disease prevention to
enhance health.
Benchmark: HE.6.C.1.1 Identify the effects of healthy and unhealthy behaviors on personal
health.
Clarification: Identify ways personal health is affected by healthy and unhealthy behaviors.
Performance Level Descriptor: To demonstrate proficiency, students will be able to identify
healthy and unhealthy behaviors and their impact on personal health.
Content Focus: Healthy and unhealthy behaviors
Content Limits: Healthy and unhealthy behaviors should include, but are not limited to, the
following:
Healthy behaviors:
- Getting adequate sleep
- Getting adequate exercise
- Weight management
- Eating a balanced diet/portion control
- Staying hydrated
- Proper hygiene
- Managing conflict and relationships with family and peers
Unhealthy behaviors:
- Drug and alcohol use
- Poor diet, lack of hydration
- Lack of sleep
- Lack of activity (e.g. physical, recreational, life style)
- Poor hygiene
- Poor social skills/inability to manage relationships with family and peers
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American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
Item Types:
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
C.
D.
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American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
Benchmark: HE.6.C.1.2
Strand: Concepts
Standard: 1. Comprehend concepts related to health promotion and disease prevention to
enhance health.
Benchmark: HE.6.C.1.2 Describe how the physical, mental/emotional, social, and intellectual
dimensions of health are interrelated.
Clarification: Identify and describe how aspects of physical, mental/emotional, social, and
intellectual health can affect one another.
Performance Level Descriptor: To demonstrate proficiency, students will identify and describe
the relationship between the physical, mental/emotional, social, and intellectual dimensions of
health.
Content Focus: Physical, mental/emotional, social, and intellectual dimensions of health
Content Limits: Dimensions of health should include, but are not limited to, the following:
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
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47
B.
C.
D.
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American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
Benchmark: HE.6.C.1.3
Strand: Concepts
Standard: 1. Comprehend concepts related to health promotion and disease prevention to
enhance health.
Benchmark: HE.6.C.1.3 Identify environmental factors that affect personal health.
Clarification: Name or identify environmental factors that affect health.
Performance Level Descriptor: To demonstrate proficiency, students will identify various
environmental factors that positively and negatively affect health.
Content Focus: Environmental health
Content Limits: Environmental factors should include, but are not limited to, the following:
Weather conditions
Temperature
Tobacco smoke
Daylight hours
Cleanliness of home
Access to park, yards, or areas for fitness
Access to sidewalks or hazard-free roads for commuting
Environmental (green) factors: air quality, food quality
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
49
B.
Putting on sunscreen
C.
Running faster
D.
Wearing a hat
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American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
Benchmark: HE.6.C.1.4
Strand: Concepts
Standard: 1. Comprehend concepts related to health promotion and disease prevention to
enhance health.
Benchmark: HE.6.C.1.4 Identify health problems and concerns common to adolescents
including reproductive development.
Clarification: Identify common health problems of adolescents including reproductive issues.
Performance Level Descriptor: To demonstrate proficiency, students will be able to identify
common adolescent health problems including reproductive issues.
Content Focus: Adolescent health issues
Content Limits: Adolescent health concerns should include, but are not limited to, the
following:
Acne
Eating disorders
Physical development (e.g., changes in body at different times and reproductive
development)
Self-image/body image
Hygiene
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
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Acne
B.
Asthma
C.
Diabetes
D.
Heart disease
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American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
Benchmark: HE.6.C.1.5
Strand: Concepts
Standard: 1. Comprehend concepts related to health promotion and disease prevention to
enhance health.
Benchmark: HE.6.C.1.5 Explain how body systems are impacted by hereditary factors and
infectious agents.
Clarification: Identify and describe the impact of infectious diseases and hereditary factors on
the body.
Performance Level Descriptor: To demonstrate proficiency, students will identify and describe
how the body is impacted by illness and genetic factors.
Content Focus: Hereditary factors and infectious diseases
Content Limits: Hereditary factors and infectious diseases should include, but are not limited
to, the following:
Illnesses and body symptoms: cold, flu, stomach virus, strep throat, chicken pox, lice,
viruses, fatigue, chills, fever, pain, swelling, itching, vomiting
Genetic factors: genetic diseases and disease symptoms (e.g., cystic fibrosis, sickle cell
anemia)
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
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53
Heart disease
B.
Liver disease
C.
Diabetes
*D.
Flu
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American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
Benchmark: HE.6.C.1.6
Strand: Concepts
Standard: 1. Comprehend concepts related to health promotion and disease prevention to
enhance health.
Benchmark: HE.6.C.1.6 Examine how appropriate health care can promote personal health.
Clarification: Identify and describe ways that health care promotes personal health.
Performance Level Descriptor: To demonstrate proficiency, students will identify and describe
how health care promotes personal health.
Content Focus: Health care promotes health
Content Limits: Appropriate health care should include, but are not limited to, the following:
Visits to providers:
-
Dentist
Eye doctor
Medical doctor
Counselor
School nurse
Bathing
Brushing teeth
Exercise
Proper rest
Healthy eating
Multiple Choice
Short Constructed Response
American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
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B.
*C.
Playing sports
D.
Brushing teeth
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American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
Benchmark: HE.6.C.1.7
Strand: Concepts
Standard: 1. Comprehend concepts related to health promotion and disease prevention to
enhance health.
Benchmark: HE.6.C.1.7 Recognize how heredity can affect personal health.
Clarification: Identify ways that heredity has an impact on personal health.
Performance Level Descriptor: To demonstrate proficiency, students will identify how heredity
impacts health.
Content Focus: Heredity and health
Content Limits: Ways heredity has an impact on personal health should include, but are not
limited to, the following:
Height
Weight
Disease (e.g., heart disease, diabetes, sickle cell disease)
Longevity
Vision
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
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Eye color
B.
Ear shape
C.
Hair texture
*D.
Blood pressure
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American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
Benchmark: HE.6.C.1.8
Strand: Concepts
Standard: 1. Comprehend concepts related to health promotion and disease prevention to
enhance health.
Benchmark: HE.6.C.1.8 Examine the likelihood of injury or illness if engaging in unhealthy/risky
behaviors.
Clarification: Identify and describe the consequences of unhealthy or risky behaviors.
Performance Level Descriptor: To demonstrate proficiency, students will be able to identify
and describe the consequences (e.g., injury or illness) of unhealthy/risky behaviors.
Content Focus: Unhealthy and risky behaviors
Content Limits: Unhealthy behaviors and their consequences should include, but are not
limited to, the following:
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
59
Increased energy
B.
Strong muscles
C.
Concentration
*D.
Bad breath
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American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
Benchmark: HE.6.C.2.1
Strand: Concepts
Standard: 2. Analyze the influence of family, peers, culture, media, technology, and other
factors on health behaviors.
Benchmark: HE.6.C.2.1 Examine how family influences the health of adolescents.
Clarification: Identify and describe how family influences adolescent health.
Performance Level Descriptor: To demonstrate proficiency, students will identify and describe
how family influences personal health.
Content Focus: Family influences
Content Limits: Family influences should include, but are not limited to, the following:
Family rules
Family exercise/physical activity
Family meals
Family routines
Family chores
Family values and practices
Family culture
Family type (nuclear, extended, blended, single parent)
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
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B.
C.
D.
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American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
Benchmark: HE.6.C.2.2
Strand: Concepts
Standard: 2. Analyze the influence of family, peers, culture, media, technology, and other
factors on health behaviors.
Benchmark: HE.6.C.2.2 Examine how peers influence the health of adolescents.
Clarification: Identify and describe how peers influence adolescent health.
Performance Level Descriptor: To demonstrate proficiency, students will identify and describe
how peers influence personal health.
Content Focus: Peer Influence
Content Limits: Peer influences should include, but are not limited to, the following:
Smoking
Drug use
Alcohol use
Sports
Food choices
School performance
Peer pressure
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
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B.
C.
D.
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American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
Benchmark: HE.6.C.2.3
Strand: Concepts
Standard: 2. Analyze the influence of family, peers, culture, media, technology, and other
factors on health behaviors.
Benchmark: HE.6.C.2.3 Identify the impact of health information conveyed to students by the
school and community.
Clarification: Identify types of health information conveyed to students by the school and
community.
Performance Level Descriptor: To demonstrate proficiency, students will identify various types
of health information conveyed by school and community members.
Content Focus: Health information
Content Limits: Health information should include, but are not limited to, the following:
First aid
Just say no to drugs and alcohol
Food groups/MyPlate
Cleanliness rules (e.g., wash hands, throw out used tissues)
Weather safety (e.g., storm alerts, temperature)
Food labels
Traffic safety
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
65
Stay hydrated
B.
Wear sunscreen
C.
*D.
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American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
Benchmark: HE.6.C.2.4
Strand: Concepts
Standard: 2. Analyze the influence of family, peers, culture, media, technology, and other
factors on health behaviors.
Benchmark: HE.6.C.2.4 Investigate school and public health policies that influence health
promotion and disease prevention.
Clarification: Identify and describe school and public health policies that influence health
promotion and disease prevention.
Performance Level Descriptor: To demonstrate proficiency, students will identify and describe
school and public health policies that influence health.
Content Focus: School and public health policies
Content Limits: School and public health policies should include, but are not limited to, the
following:
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American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
Benchmark: HE.6.C.2.5
Strand: Concepts
Standard: 2. Analyze the influence of family, peers, culture, media, technology, and other
factors on health behaviors.
Benchmark: HE.6.C.2.5 Examine how media influences peer and community health behaviors.
Clarification: Identify and describe the ways media can influence peer and community health
behaviors.
Performance Level Descriptor: To demonstrate proficiency, students will identify and describe
how media can influence health behaviors of their peers or community.
Content Focus: Media influence on health
Content Limits: Media influences should include, but are not limited to, the following:
Public service announcements (e.g., fire prevention, appropriate texting, anti-drug use)
Commercials (e.g., healthy food choices, bad food choices, inexpensive food choices)
Newspaper and magazines (e.g., food choices, self-image, fitness)
Athletes promoting fitness or healthy diets
Social media (e.g., cyber bullying, health alerts)
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
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B.
*C.
D.
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American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
Benchmark: HE.6.C.2.6
Strand: Concepts
Standard: 2. Analyze the influence of family, peers, culture, media, technology, and other
factors on health behaviors.
Benchmark: HE.6.C.2.6 Propose ways that technology can influence peer and community
health behaviors.
Clarification: Describe types of technology and the ways in which they can have an impact on
health.
Performance Level Descriptor: To demonstrate proficiency, students will describe or explain
types of technology that impact physical or social health.
Content Focus: Technology and community behaviors
Content Limits: Technology should include, but are not limited to, the following:
Heart-rate monitors
Pedometers
Internet
Social networking
Video games (e.g., fitness)
Television
Thermometer
Blood pressure monitor
Diabetes blood sugar detector
Defibrillators
71
Item Rubric
2 points
The student correctly identifies one way technology can impact an individual
from each section:
Positive impacts of the Internet on social/emotional health
Talk/connect with friends/peers/others
Chat rooms, instant messaging, message boards, forums, get advice
Chat rooms, instant messaging, message boards, forums
Find others who share the same interests
Chat rooms, message boards, websites
Negative impacts of the Internet on social/emotional health
People can feel isolated/ stop making friendships or experiences in realtime or in real-life
Internet/cyber bullying, get bad advice
Less time for family, friends, etc.
1 point
The student correctly identifies one way technology can impact an individual.
0 points
The response indicates inadequate or no understanding of the concept needed
to answer the item. The student may have written on a different topic or written
I dont know.
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American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
Benchmark: HE.6.C.2.7
Strand: Concepts
Standard: 2. Analyze the influence of family, peers, culture, media, technology, and other
factors on health behaviors.
Benchmark: HE.6.C.2.7 Investigate cultural changes related to health beliefs and behaviors.
Clarification: Describe cultural changes related to health beliefs and behaviors.
Performance Level Descriptor: To demonstrate proficiency, students will describe cultural
changes related to health beliefs and behaviors.
Content Focus: Cultural changes
Content Limits: Cultural changes should include, but are not limited to, the following:
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Item Rubric
2 points
The student correctly describes two correct responses, including, but not limited
to, the following:
Fitness programs
Fast food restaurants have fruit instead of French fries
Fast food restaurants serve salads
Schools offer breakfast programs and before and after school snacks
Student fundraising products
1 point
The student correctly describes one correct response.
0 points
The student is unable to perform the task, does not understand how to complete
the task, or unsuccessfully completes the task.
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American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
Benchmark: HE.6.C.2.8
Strand: Concepts
Standard: 2. Analyze the influence of family, peers, culture, media, technology, and other
factors on health behaviors.
Benchmark: HE.6.C.2.8 Determine how social norms may impact healthy and unhealthy
behavior.
Clarification: Identify and describe the ways that social norms can have an impact on individual
health choices.
Performance Level Descriptor: To demonstrate proficiency, students will identify and describe
how social norms and behaviors impact health.
Content Focus: Social norms
Content Limits: Social norms and their impacts on health should include, but are not limited to,
the following:
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
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C.
D.
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American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
Benchmark: HE.6.C.2.9
Strand: Concepts
Standard: 2. Analyze the influence of family, peers, culture, media, technology, and other
factors on health behaviors.
Benchmark: HE.6.C.2.9 Identify the influence of personal values and beliefs on individual
health practices and behaviors.
Clarification: Identify and describe the ways that personal values and beliefs can have an
impact on ones ability to make healthy choices.
Performance Level Descriptor: To demonstrate proficiency, students will identify and describe
ways that personal values or beliefs have an impact on ones choice of health practices or to
engage in healthy/unhealthy behaviors.
Content Focus: Beliefs and healthy behaviors
Content Limits: The influence of personal values and beliefs on individual health practices and
behaviors should include, but are not limited to, the following:
General safety:
- Wearing a seatbelt/helmet/using safety equipment
- Installing smoke detectors in a home
- Medical care/Medication/Drugs, e.g.:
- Use of over-the-counter medicines
- Smoking
- Illegal drug use
- Use of prescription medication
- Yearly checkups with a physician
Lifestyle choices:
- Participating in sports
- Exercising
- Eating a healthy diet/eating out/dining in
- Having an active social life
- Watching television, etc.
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
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B.
Basketball team
C.
Swim team
D.
Drama club
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American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
Benchmark: HE.6.B.3.1
Strand: Responsible Behavior
Standard: 3. Demonstrate the ability to access valid health information, products, and services
to enhance health.
Benchmark: HE.6.B.3.1 Examine the validity of health information and determine the cost of
health products and services.
Clarification: Examine the validity of health information, products, and services and/or
determine the cost of health products and services as related to their value in a given situation.
Performance Level Descriptor: To demonstrate proficiency, students will identify valid sources
of health information, products, and services and explain reasons for that validity or distinguish
between a product or service that gives valid information on a topic and one that does not.
Students will identify and describe the cost of health products and services to determine value.
Content Focus: Validity of health information and cost and value of health products and
services
Content Limits: Valid health information should include, but is not limited to, the following
sources:
Government agencies and reports, health organizations (e.g., the Red Cross)
Advertisements, commercials, drug companies, personal care product claims
Friends, peers, family, school, community
Hospitals, medical doctors, pharmacists, nurses
The relationship of cost and value should include, but are not limited to, the following health
products or service types:
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
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80
American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
B.
C.
*D.
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C.
D.
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American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
Benchmark: HE.6.B.3.2
Strand: Responsible Behavior
Standard: 3. Demonstrate the ability to access valid health information, products, and services
to enhance health.
Benchmark: HE.6.B.3.2 Examine the accessibility of products and services that enhance
health.
Clarification: Identify and describe the factors that affect peoples ability to access products
and services that enhance health.
Performance Level Descriptor: To demonstrate proficiency, students will identify and describe
the accessibility of health products and services.
Content Focus: Accessibility of products and services
Content Limits: The accessibility of products should include, but are not limited to, the
following:
Cost
Location
Age appropriateness
Ease of use
Reputation of service
Education/Awareness
Availability of 911service
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
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B.
C.
D.
The way Jamal feels about his grandfather getting the procedure
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American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
Benchmark: HE.6.B.3.3
Strand: Responsible Behavior
Standard: 3. Demonstrate the ability to access valid health information, products, and services
to enhance health.
Benchmark: HE.6.B.3.3 Investigate a variety of technologies to gather health information.
Clarification: Understand how technology is useful in gathering health information.
Performance Level Descriptor: To demonstrate proficiency, students will understand how
technology is useful in gathering health information.
Content Focus: Technologies used to gather health information
Content Limits: Technologies should include, but are not limited to, the following:
Computers/Internet
Thermometers
Cell phones
Televisions
Audio books
Multiple Choice
Performance Task
Internet
B.
Television
C.
Audio book
D.
Pedometer
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None
Setup:
Prompt:
Say: If you had access to a computer or cell phone, tell me how you would use it to find
information pertaining to health.
Listen, watch, and record the students response.
Say: Now, Tell me another way you could use the computer or the cell phone to gather
health information.
Listen, watch, and record the students response.
Item Rubric
2 points
The student correctly describes two appropriate responses, including, but not
limited to, the following:
Call parents/doctor on the cell phone
Access the Internet
Download information
1 point
The student correctly describes one appropriate response.
0 points
The student is unable to perform the task, does not understand how to complete
the task, or unsuccessfully completes the task.
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Benchmark: HE.6.B.3.4
Strand: Responsible Behavior
Standard: 3. Demonstrate the ability to access valid health information, products, and services
to enhance health.
Benchmark: HE.6.B.3.4 Describe situations when professional health services may be
required.
Clarification: Identify professional health services that may be required for common health
needs and describe situations in which they would be needed.
Performance Level Descriptor: To demonstrate proficiency, students will identify and describe
situations where professional health services are required.
Content Focus: Professional health services
Content Limits: Health needs should include, but are not limited to, the following:
Severe injuries
Severe illness
Depression/stress
Fire
Substance abuse
Water accidents
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Benchmark: HE.6.B.4.1
Strand: Responsible Behavior
Standard: 4. Demonstrate the ability to use interpersonal communication skills to enhance
health and avoid or reduce health risks.
Benchmark: HE.6.B.4.1 Determine strategies to improve effective verbal and nonverbal
communication skills to enhance health.
Clarification: Identify and describe ways to enhance communication skills to improve health.
Performance Level Descriptor: To demonstrate proficiency, students will identify and describe
ways to improve communication skills.
Content Focus: Communication skills, refusal skills, and negotiation
Content Limits: Positive communication, refusal, and negotiation skills should include, but are
not limited to, the following:
Nonverbal: listening, showing physical distress signs, using hand gestures (e.g.,
pointing), making eye contact
Verbal: saying no, listing alternatives, calling an adult or mediator, explaining calmly,
acknowledging or validating other person
Strategies: peer mediation, group discussions, role-playing, individual counseling,
assertive communication
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
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Listen carefully
B.
Whisper to a friend
C.
D.
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Benchmark: HE.6.B.4.2
Strand: Responsible Behavior
Standard: 4. Demonstrate the ability to use interpersonal communication skills to enhance
health and avoid or reduce health risks.
Benchmark: HE.6.B.4.2 Practice refusal skills and negotiation skills to reduce health risks.
Clarification: Demonstrate ways to reduce health risks and refuse or report unsafe, unhealthy,
or unwanted situations.
Performance Level Descriptor: To demonstrate proficiency, students will demonstrate ways to
refuse or report unsafe, unhealthy or unwanted situations and reduce risks to personal health.
Content Focus: Refusal, negotiation, and collaboration skills
Content Limits: Refusal and negotiation skills should include, but are not limited to, the
following:
Performance Task
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None
Setup:
Prompt:
Say: Show me two ways to refuse someone who wants you to do an activity that you
know is dangerous.
Item Rubric
2 points
The student correctly demonstrates two refusal skills. The demonstrations should
include, but are not limited, to the following:
Saying no
Explaining the danger
Walking away
1 point
The student correctly demonstrates one refusal skill.
0 points
The student is unable to perform the task, does not understand how to complete
the task, or unsuccessfully completes the task.
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Benchmark: HE.6.B.4.3
Strand: Responsible Behavior
Standard: 4. Demonstrate the ability to use interpersonal communication skills to enhance
health and avoid or reduce health risks.
Benchmark: HE.6.B.4.3 Demonstrate effective conflict management and/or resolution
strategies.
Clarification: Demonstrate or describe effective conflict management and/or resolution
strategies.
Performance Level Descriptor: To demonstrate proficiency, students will demonstrate or
describe resolution strategies and ways to manage conflict.
Content Focus: Conflict management and resolution strategies
Content Limits: Conflict management and resolution strategies should include, but are not
limited to, the following:
B.
C.
D.
Explain whether this change would have made the situation better or worse.
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Exemplar Response:
One time I had to solve a conflict was when I argued with my sister over what to eat at the mall
and I made her get the snack that I wanted. It worked because we stopped fighting, but she
stopped talking to me because she was mad at me. So, I could have offered to go wherever she
wanted to first and that would have been a better way to handle the situation.
Item Rubric
4 points
The student addresses all four parts of the prompt with logical and relevant
information
3 points
The student addresses only three parts of the prompt with missing or irrelevant
information
2 points
The student addresses only two parts of the prompt with missing or irrelevant
information
1 point
The student correctly addresses only one part of the prompt.
0 points
The response indicates inadequate or no understanding of the concept needed
to answer the item. The student may have written on a different topic or written
I dont know.
Sample Performance Task Item:
Materials:
None
Setup:
Prompt:
Say: Imagine that you and a friend have gotten into an argument about something
negative that you said about your friend.
Say: Show me two actions you can take to resolve the argument with your friend.
Item Rubric
2 points
The student correctly demonstrates two conflict resolution skills. The
demonstrations should include, but are not limited, to the following:
Apologizing
Shaking hands
Using I statements
Writing an apology
1 point
The student correctly demonstrates one refusal skill.
0 points
The student is unable to perform the task, does not understand how to complete
the task, or unsuccessfully completes the task.
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Benchmark: HE.6.B.4.4
Strand: Responsible Behavior
Standard: 4. Demonstrate the ability to use interpersonal communication skills to enhance
health and avoid or reduce health risks.
Benchmark: HE.6.B.4.4 Compile ways to ask for assistance to enhance the health of self and
others.
Clarification: Identify and describe ways to ask for assistance in ways that will enhance the
health of self and/or others.
Performance Level Descriptor: To demonstrate proficiency, students will identify and describe
ways to ask for assistance to enhance the health of self and/or others.
Content Focus: Ask for assistance
Content Limits: Ways to ask for assistance should include, but are not limited to, the following:
Verbalizing
Writing
Asking others for help
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
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B.
C.
D.
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Benchmark: HE.6.B.5.1
Strand: Responsible Behavior
Standard: 5. Demonstrate the ability to use decision-making skills to enhance health.
Benchmark: HE.6.B.5.1 Investigate health-related situations that require the application of a
thoughtful decision-making process.
Clarification: Explore behaviors or situations that require a thoughtful decision-making process
to achieve resolution.
Performance Level Descriptor: To demonstrate proficiency, students will explore and describe
behaviors or situations that require a thoughtful decision-making process to achieve resolution.
Content Focus: Decision-making process
Content Limits: Examples of situations or behaviors requiring a thoughtful decision-making
process include, but are not limited to, the following:
Peer pressure
Exposure to unsupervised firearm
Tobacco use
Substance abuse
Bullying
Time management
Illness or injury
Proper social behaviors (manners)
Negotiation
Assertive communication
I messages
Refusal/avoidance
Compromise
Steps: define problem, examine alternatives, consider consequences, investigate
values, decide and act, evaluate
Performance Task
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None
Setup:
Prompt:
Say: I am going to describe some situations to you. I want you to explain what you
would do in each situation. Then I want you to tell me why you decided to do that.
Your friends want you to join them in teasing a new student.
-
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Benchmark: HE.6.B.5.2
Strand: Responsible Behavior
Standard: 5. Demonstrate the ability to use decision-making skills to enhance health.
Benchmark: HE.6.B.5.2 Choose healthy alternatives over unhealthy alternatives when making
a decision.
Clarification: Identify healthy alternatives when making decisions.
Performance Level Descriptor: To demonstrate proficiency, students will identify healthy
alternatives over unhealthy alternatives when making decisions.
Content Focus: Healthy and unhealthy alternatives
Content Limits: Healthy and unhealthy alternatives should include, but are not limited to, the
following:
Healthy Alternatives
-
Unhealthy Alternatives
-
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
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*B.
C.
D.
Join the site but pay close attention to the types of people who visit the site
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Exemplar Response:
The rules are necessary because they keep him safe. If he does not run with a partner, there
will not be someone there to help him if he gets hurt.
Item Rubric
2 points
The student correctly describes one explanation for why the rules are necessary.
These include, but are not limited to, the following:
Rules keep the students safe.
Rules help them stay healthy.
AND
The student describes one consequence of what could happen if Billy does not
follow one of the rules. These include, but are not limited to, the following:
Stretching = prevent injury
Partner = prevent injury/aid if hurt/have someone to critique technique
Path = prevent injury/not get lost/stay on school property, etc.
Layers = no frostbite, regulate body temperature, not overheat, stay
healthy
1 point
The student correctly describes one explanation for why the rules are necessary.
OR
The student describes one correct consequence of what could happen if Billy
does not follow one of the rules.
0 points
The response indicates inadequate or no understanding of the concept needed
to answer the item. The student may have written on a different topic or written
I dont know.
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Benchmark: HE.6.B.5.3
Strand: Responsible Behavior
Standard: 5. Demonstrate the ability to use decision-making skills to enhance health.
Benchmark: HE.6.B.5.3 Specify the potential outcomes of each option when making a healthrelated decision.
Clarification: Identify and describe the outcomes or consequences of options when making
health-related decisions.
Performance Level Descriptor: To demonstrate proficiency, students will identify and describe
the potential outcomes or consequences of options when making health-related decisions.
Content Focus: Outcomes/consequences of health-related decisions
Content Limits: Outcomes/consequences should include, but are not limited to, the following:
Physical consequences
Social consequences
Emotional/mental consequences
Financial consequences
Legal consequences
Intellectual consequences
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
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B.
C.
D.
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Benchmark: HE.6.B.5.4
Strand: Responsible Behavior
Standard: 5. Demonstrate the ability to use decision-making skills to enhance health.
Benchmark: HE.6.B.5.4 Distinguish between the need for individual or collaborative decisionmaking.
Clarification: Identify and describe situations that require only one person to make a decision
and situations that require collaboration or agreement between two or more people.
Performance Level Descriptor: To demonstrate proficiency, students will identify and describe
situations that require individual or collaborative decision-making.
Content Focus: Decision-making
Content Limits: Decision-making situations may include, but are not limited to:
American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
Benchmark: HE.6.B.5.6
Strand: Responsible Behavior
Standard: 5. Demonstrate the ability to use decision-making skills to enhance health.
Benchmark: HE.6.B.5.6 Predict the potential outcomes of a health-related decision.
Clarification: Identify and describe the outcomes of health-related decisions.
Performance Level Descriptor: To demonstrate proficiency, students will identify and describe
the outcomes of health-related decisions.
Content Focus: Outcomes of health-related decisions
Content Limits: Outcomes may include, but are not limited to, the following:
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
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C.
D.
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Benchmark: HE.6.B.6.1
Strand: Responsible Behavior
Standard: 6. Demonstrate the ability to use goal-setting skills to enhance health.
Benchmark: HE.6.B.6.1 Use various methods to measure personal health status.
Clarification: Demonstrate how to use methods to enhance your personal health.
Performance Level Descriptor: To demonstrate proficiency, students will use methods to
measure their health status.
Content Focus: Personal Health Status
Content Limits: Methods to measure personal health status, should include, but are not limited
to, the following:
BMI
Surveys
Scale
Heart rate monitor
Pedometer
Charts/graphs (eye chart)
Blood pressure equipment
Watch/stopwatch
Technology (e.g. video, Allied Health Activities, electronic gaming devices)
Performance Task
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Setup:
Prompt:
Item Rubric
2 points
The student correctly demonstrates the ability to select and use health
monitoring equipment appropriately. The demonstrations should include, but are
not limited, to the following:
Equipment placementpedometer placed on torso or legs/ankles, heart
rate monitor on chest or finger-clip, student stands on scale,
watch/stopwatch in hand
Equipment usepedometer (student begins taking steps), heart rate
monitor (student begins some aerobic movement or describes that a
resting measurement must be taken), scale (student describes monitoring
weight), watch/stopwatch (student starts or stops watch and correctly
counts heart rate)
1 point
The student correctly demonstrates the ability to select a piece of health
monitoring equipment and place the equipment properly, but does not correctly
describe or demonstrate use.
0 points
The student is unable to perform the task, does not understand how to complete
the task, or unsuccessfully completes the task.
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Benchmark: HE.6.B.6.2
Strand: Responsible Behavior
Standard: 6. Demonstrate the ability to use goal-setting skills to enhance health.
Benchmark: HE.6.B.6.2 Develop an individual goal to adopt, maintain, or improve a personal
health practice.
Clarification: Design an individual goal to adopt, maintain, or improve a personal health
practice.
Performance Level Descriptor: To demonstrate proficiency, students will design an individual
goal to adopt, maintain, or improve a personal health practice.
Content Focus: Personal Health Practice
Content Limits: Goals to improve a personal health practice should include, but are not limited
to, the following:
Physical activity
Healthy eating habits
Safety habits
Internet safety
Bullying prevention skills
Personal hygiene
Interpersonal skills
Performance Task
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Setup:
Prompt:
Say: Identify a health goal that will improve your physical health.
Say: Create a list of actions and timelines that show how you would achieve this goal.
Receive the students written or typed response.
Item Rubric
2 points
The student correctly identifies a physical health goal and creates a plan to
achieve this goal. Physical health goals and actions/timelines can include, but are
not limited, to the following:
Goals: improve muscle strength, improve muscle endurance, improve diet,
improve frequency of exercise, weight maintenance
Actions/timelines: exercises that relate to the health goal, dates/times that
measure progress towards achievement of the health goal.
1 point
The student correctly identifies a physical health goal that improves health.
0 points
The student is unable to perform the task, does not understand how to complete
the task, or unsuccessfully completes the task.
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Benchmark: HE.6.B.6.3
Strand: Responsible Behavior
Standard: 6. Demonstrate the ability to use goal-setting skills to enhance health.
Benchmark: HE.6.B.6.3 Determine strategies and skills needed to attain a personal health
goal.
Clarification: Identify a strategy or skill needed to attain a personal health goal.
Performance Level Descriptor: To demonstrate proficiency, students will identify a strategy or
skill needed to attain a personal health goal.
Content Focus: Attain a personal health goal
Content Limits: Strategies or skills should include, but are not limited to, the following:
Journaling
Daily checklists
Calorie counters
Pedometers/other technology
Support groups
Injury prevention measures
Seeking medical advice
Measure baseline health data
Family/peer support
Multiple Choice
Short Constructed Response
Extended Constructed Response
Multiple-Choice Attributes:
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Use a pedometer
B.
C.
D.
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Benchmark: HE.6.B.6.4
Strand: Responsible Behavior
Standard: 6. Demonstrate the ability to use goal-setting skills to enhance health.
Benchmark: HE.6.B.6.4 Monitor progress towards attaining a personal goal.
Clarification: Describe or demonstrate progress towards achieving a health goal.
Performance Level Descriptor: To demonstrate proficiency, students will describe or
demonstrate ways to achieve a health goal.
Content Focus: Attaining a health goal
Content Limits: Ways to monitor progress should include, but are not limited to, the following:
Checklist
Diary
Log
Computer software
Web sites
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Performance Task
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Setup:
Prompt:
Item Rubric
2 points
The student lists a fitness goal and creates a tracking log for that goal. Fitness
goals and monitoring actions can include, but are not limited, to the following:
Goals: improve muscle strength, improve muscle endurance, increase
running speed/pace
Tracking log: must show list of fitness (or diet) activities that correlate to
the fitness goal and must show some sequential tracking measurement,
such as number of times per week.
1 point
The student lists a fitness goal.
0 points
The student is unable to perform the task, does not understand how to complete
the task, or unsuccessfully completes the task.
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Benchmark: HE.6.P.7.1
Strand: Promotion
Standard: 7. Demonstrate the ability to practice advocacy, health-enhancing behaviors, and
avoidance or reduction of health risks for oneself.
Benchmark: HE.6.P.7.1 Explain the importance of assuming responsibility for personal health
behaviors.
Clarification: Identify and describe the reasons it is important for an individual to assume
responsibility for his or her own personal health and health-related behaviors.
Performance Level Descriptor: To demonstrate proficiency, students will identify and describe
the reasons it is important for an individual to assume responsibility for his or her own personal
health and health-related behaviors.
Content Focus: Personal health behaviors
Content Limits: Personal health behaviors to maintain and improve a healthy lifestyle should
include, but are not limited to, the following:
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Benchmark: HE.6.P.7.2
Strand: Promotion
Standard: 7. Demonstrate the ability to practice advocacy, health-enhancing behaviors, and
avoidance or reduction of health risks for oneself.
Benchmark: HE.6.P.7.2 Write about healthy practices and behaviors that will maintain or
improve personal health and reduce health risks.
Clarification: Write about a health practice or behavior that maintains or improves health.
Performance Level Descriptor: To demonstrate proficiency, students will write about a health
behavior that maintains or improves health.
Content Focus: Maintain personal health
Content Limits: Health behaviors should include, but are not limited to, the following:
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Performance Task
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None
Setup:
Prompt:
Say: Imagine that you and a friend had an argument over which seat to use in the
classroom. You are sitting in that seat, but your friend wants to sit there instead. Show
me two healthy ways to resolve the conflict with your friend.
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Benchmark: HE.6.P.8.1
Strand: Promotion
Standard: 8. Demonstrate the ability to advocate for individual, peer, school, family, and
community health.
Benchmark: HE.6.P.8.1 Practice how to influence and support others in making positive health
choices.
Clarification: Show how to influence and support others in making healthy choices.
Performance Level Descriptor: To demonstrate proficiency, students will demonstrate ways to
influence and support others in making positive health choices.
Content Focus: Influencing positive choices
Content Limits: Ways to influence or support others in making healthy choices should include,
but are not limited to, the following types of topics:
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Performance Task
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None
Setup:
Prompt:
Say: Show me two ways to support a friend who has decided to start running regularly
to improve her fitness.
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Benchmark: HE.6.P.8.2
Strand: Promotion
Standard: 8. Demonstrate the ability to advocate for individual, peer, school, family, and
community health.
Benchmark: HE.6.P.8.2 State a health-enhancing position on a topic and support it with
accurate information.
Clarification: Describe a healthy choice on a given topic and support that choice with accurate
information.
Performance Level Descriptor: To demonstrate proficiency, students will describe a healthenhancing decision on a topic and/or support that decision with accurate information.
Content Focus: Healthy decisions
Content Limits: Health-enhancing positions should include, but are not limited to, the following
types of topics:
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Benchmark: HE.6.P.8.3
Strand: Promotion
Standard: 8. Demonstrate the ability to advocate for individual, peer, school, family, and
community health.
Benchmark: HE.6.P.8.3 Work cooperatively as an advocate for healthy individuals, families,
and schools.
Clarification: Describe ways to work with others to advocate for healthy individuals.
Performance Level Descriptor: To demonstrate proficiency, students will describe ways to
work with others to advocate for improving the health of individuals.
Content Focus: Advocate for improving health
Content Limits: Ways to advocate for healthy individuals should include, but are not limited to,
the following types of topics:
Media campaigns
Posters
Skits/plays
Groups/clubs
Public service announcements
Health fairs
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Benchmark: HE.6.P.8.4
Strand: Promotion
Standard: 8. Demonstrate the ability to advocate for individual, peer, school, family, and
community health.
Benchmark: HE.6.P.8.4 Identify ways health messages and communication techniques can be
targeted for different audiences.
Clarification: Identify ways that health messages and communication methods or techniques
are targeted for different audiences.
Performance Level Descriptor: To demonstrate proficiency, students will identify ways that
health messages and communication methods or techniques are targeted for different
audiences.
Content Focus: Health messages and communication techniques
Content Limits: Health messages and communication methods or techniques should include,
but are not limited to, the following:
Multiple Choice
Multiple-Choice Attributes:
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She should tell her teacher about ways to make healthy meals.
She should use health-related videos with popular music.
C.
D.
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SPECIFICATIONS
FOR
GRADE 7
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Standard: LAFS.7.RI.1.3
Strand: Reading: Literature
Cluster: 1. Key Ideas and Details
Standard: LAFS.7.RI.1.3 Analyze the interactions between individuals, events, and ideas in a
text (e.g., how ideas influence individuals or events, or how individuals influence ideas or
events).
Clarification: Describe influences on health behaviors and ideas.
Performance Level Descriptor: To demonstrate proficiency, students will use evidence or
influences from texts to describe ideas or health behaviors.
Content Focus: Using Health Evidence
Content Limits: Topics may include, but are not limited to, the following:
Hygiene
Environmental health
Physical/social health and fitness
Mental/emotional health
Nutrition
Vaccinations
Safety
Substance abuse
Sexually transmitted infections
Bullying
Family health and heredity
Communicable diseases/illnesses
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
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Standard: LAFS.7.W.3.8
Strand: Writing
Cluster: 3. Research to Build and Present Knowledge
Standard: LAFS.7.W.3.8 Gather relevant information from multiple print and digital sources,
using search terms effectively; assess the credibility and accuracy of each source; and quote or
paraphrase the data and conclusions of others while avoiding plagiarism and following a
standard format for citation.
Clarification: Using resources to answer questions.
Performance Level Descriptor: To demonstrate proficiency, students will use print or digital
resources to use their own words to describe health topics and draw conclusions.
Content Focus: Using Resources
Content Limits: Resources may be informational such as articles, internet/digital resources,
graphs, instructions or recipes.
Recommended DOK Level: Moderate
Item Types:
Performance Task
Short Constructed Response
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Standard: LAFS.7.SL.1.1
Strand: Standards for Speaking and Listening
Cluster: 1. Comprehension and Collaboration
Standard: LAFS.7.SL.1.1 Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues,
building on others' ideas and expressing their own clearly.
Do Not Assess Benchmark: An individual score cannot be provided for students assessed on
collaboration.
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Standard: LAFS.7.SL.2.5
Strand: Speaking and Listening
Cluster: 2. Presentation of Knowledge and Ideas
Standard: LAFS.7.SL.2.5 Include multimedia components and visual displays in presentations
to clarify claims and findings and emphasize salient points.
Clarification: Create or describe graphical support for health information.
Performance Level Descriptor: To demonstrate proficiency, students will create or describe
graphics or images that may be used to support health information.
Content Focus: Supporting health information
Content Limits: Topics may include, but are not limited to, the following:
Hygiene
Illness
Environmental health
Physical/social health and fitness
Mental/emotional health
Nutrition
Vaccinations
Safety
Substance abuse
Sexually transmitted infections
Bullying
Family health and heredity
Communicable diseases/illnesses
Gender population data
Disease prevalence and incidence data
Constructed Response
Performance Task
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Standard: LAFS.68.WHST.2.6
Strand: ELA Literacy - Writing
Cluster: 2. Production and Distribution of Writing
Standard: LAFS.68.WHST.2.6 Use technology, including the Internet, to produce and publish
writing as well as to interact and collaborate with others; demonstrate sufficient command of
keyboarding skills to type a minimum of three pages in a single sitting.
Clarification: Uses the computer and/or Internet to produce a paragraph or short essay on a
health-related topic.
Performance Level Descriptor: To demonstrate proficiency, students will use the computer
and/or research on the Internet to write a short essay on a health-related topic.
Content Focus: Computers used to write for health
Content Limits: Students must be provided a specific topic when instructed to research on the
Internet. Topics may include, but are not limited to, the following:
Hygiene
Illness
Environmental health
Physical health and fitness
Mental health
Nutrition
Vaccinations
Safety
Bullying
Family health and heredity
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Performance Task
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Standard: MAFS.7.SP.1.1
Strand: Statistics and Probability
Cluster: 1. Develop understanding of statistical variability.
Standard: MAFS.7.SP.1.1 Understand that statistics can be used to gain information about a
population by examining a sample of the population; generalizations about a population from a
sample are valid only if the sample is representative of that population. Understand that random
sampling tends to produce representative samples and support valid inferences.
Clarification: Understanding health statistics
Performance Level Descriptor: To demonstrate proficiency, students will use statistical data to
draw conclusions about a sample of the population.
Content Focus: Statistics in health
Content Limits: Statistical topics may include, but are not limited to, the following:
Ages of individuals
Rates of infection/pregnancy
Rates of bullying/reporting of bullying
Environmental health data
Physical fitness data
Nutritional data
Social health data
Emotional health data
Gender populations data
Disease prevalence and incidence data
Heredity
Cultural health practices
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
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Benchmark: HE.7.C.1.1
Strand: Concepts
Standard: 1. Comprehend concepts related to health promotion and disease prevention to
enhance health.
Benchmark: HE.7.C.1.1 Compare and contrast the effects of healthy and unhealthy behaviors
on personal health, including reproductive health.
Clarification: Compare and contrast the effect of behaviors and personal choices on health
(physical, mental, reproductive).
Performance Level Descriptor: To demonstrate proficiency, students will identify and describe
healthy versus unhealthy behaviors and compare their effect on personal health.
Content Focus: Healthy behaviors
Content Limits: Healthy and unhealthy behaviors should include, but are not limited to, the following:
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
136
Illustrations, photos, short phrases, or single words that do not reflect the effect of
healthy and unhealthy behaviors on personal health
Illustrations, photos, short phrases, or single words showing or describing students
engaging in healthy and unhealthy behaviors
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B.
*C.
D.
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Benchmark: HE.7.C.1.2
Strand: Concepts
Standard: 1. Comprehend concepts related to health promotion and disease prevention to
enhance health.
Benchmark: HE.7.C.1.2 Explain how physical, mental/emotional, social, and intellectual
dimensions of health are interrelated.
Clarification: Describe how the aspects of physical, mental/emotional, social, and intellectual
health can affect one another.
Performance Level Descriptor: To demonstrate proficiency, students will explain the
relationship between the physical, mental/emotional, social, and intellectual aspects of health.
Content Focus: Physical, mental/emotional, social, and intellectual dimensions of health
Content Limits: Dimensions of health should include, but are not limited to, the following:
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
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B.
C.
D.
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139
Benchmark: HE.7.C.1.3
Strand: Concepts
Standard: 1. Comprehend concepts related to health promotion and disease prevention to
enhance health.
Benchmark: HE.7.C.1.3 Analyze how environmental factors affect personal health.
Clarification: Identify and describe environmental factors that affect health.
Performance Level Descriptor: To demonstrate proficiency, students will identify and describe
environmental factors that positively and negatively affect health and describe or explain the
reason for that effect.
Content Focus: Environmental health
Content Limits: Environmental factors should include, but are not limited to, the following:
Weather conditions
Temperature
Tobacco smoke (mainstream and second-hand smoke)
Daylight hours (circadian rhythm, sun exposure)
Cleanliness of home
Access to parks, yards, or areas for outdoor activities
Access to sidewalks or hazard-free roads for commuting
Environmental (green) factors: air quality, food quality, water quality
Noise pollution
Neighborhood and home safety
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
140
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Weight loss
*B.
Dehydration
C.
D.
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141
Benchmark: HE.7.C.1.4
Strand: Concepts
Standard: 1. Comprehend concepts related to health promotion and disease prevention to
enhance health.
Benchmark: HE.7.C.1.4 Describe ways to reduce or prevent injuries and adolescent health
problems.
Clarification: Identify and explain strategies to reduce or prevent accidents, injuries, and
adolescent health problems.
Performance Level Descriptor: To demonstrate proficiency, students will identify and describe
strategies to reduce or prevent accidents, injuries, and adolescent health problems.
Content Focus: Adolescent health problems, accidents, and injuries
Content Limits: Adolescent health concerns should include, but are not limited to, the
following:
Acne
Eating disorders
Managing and coping with physical development (e.g., changes in body at different
times)
Self-image (healthy relationships, body image and self esteem)
Teen pregnancy
Substance abuse/awareness
Practicing safety measures
Proper nutrition/fitness
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143
Benchmark: HE.7.C.1.5
Strand: Concepts
Standard: 1. Comprehend concepts related to health promotion and disease prevention to
enhance health.
Benchmark: HE.7.C.1.5 Classify infectious agents and their modes of transmission to the
human body.
Clarification: Recognize diseases that can be spread from one person to another and identify
how these infectious agents are transmitted
Performance Level Descriptor: To demonstrate proficiency, students will identify how
infectious agents can be transmitted from one person to another.
Content Focus: Infectious diseases and their modes of transmission
Content Limits: Infectious diseases/agents should include, but are not limited to, the following:
Flu/colds
HIV
Staphylococcus and streptococcus infections
Measles
Tuberculosis
Sexually transmitted infections (syphilis, gonorrhea, chlamydia)
Hepatitis
Person-to-person transmission
HPV
Herpes
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
144
Illustrations, photos, short phrases, or single words that do not match the infectious
agents/diseases referenced in the stem
American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
Item Stem:
Peter has a sore on his hand that his doctor diagnosed as a staph infection. Which actions
should Peter take to keep the infection from spreading to others?
*A.
B.
C.
D.
Spend his time with others who have the same infection
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145
Benchmark: HE.7.C.1.6
Strand: Concepts
Standard: 1. Comprehend concepts related to health promotion and disease prevention to
enhance health.
Benchmark: HE.7.C.1.6 Explain how appropriate health care can promote personal health.
Clarification: Identify and describe how health care benefits personal health.
Performance Level Descriptor: To demonstrate proficiency, students will identify and describe
how health care benefits personal health.
Content Focus: Health care benefits health
Content Limits: Appropriate health care should include, but is not limited to, the following:
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
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B.
C.
*D.
An increase in weight
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Benchmark: HE.7.C.1.7
Strand: Concepts
Standard: 1. Comprehend concepts related to health promotion and disease prevention to
enhance health.
Benchmark: HE.7.C.1.7 Describe how heredity can affect personal health.
Clarification: Describe ways that heredity has an impact on personal health.
Performance Level Descriptor: To demonstrate proficiency, students will describe aspects of
health that are impacted by heredity.
Content Focus: Heredity and health
Content Limits: Hereditary factors that impact personal health should include, but are not
limited to, the following:
Acne
Height
Weight
Diseases (e.g., heart disease, diabetes, sickle-cell disease, predisposition for cancer,
high blood pressure, alcoholism, cystic fibrosis, cancers, Alzheimers disease, high
cholesterol)
Longevity
Mental health genetic predispositions (addictions)
148
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149
Benchmark: HE.7.C.1.8
Strand: Concepts
Standard: 1. Comprehend concepts related to health promotion and disease prevention to
enhance health.
Benchmark: HE.7.C.1.8 Explain the likelihood of injury or illness if engaging in unhealthy/risky
behaviors.
Clarification: Identify and describe the likelihood that the results of unhealthy or risky behaviors
will be negative.
Performance Level Descriptor: To demonstrate proficiency, students will be able to identify
and describe the likelihood that unhealthy/risky behaviors will result in injury or illness.
Content Focus: Unhealthy and risky behaviors
Content Limits: The identification of unhealthy behaviors and their consequences should
include, but are not limited to, the following:
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
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American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
Obesity
B.
Pregnancy
C.
Head injury
D.
Lung disease
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151
Benchmark: HE.7.C.2.1
Strand: Concepts
Standard: 2. Analyze the influence of family, peers, culture, media, technology, and other
factors on health behaviors.
Benchmark: HE.7.C.2.1 Examine how family health behaviors influence the health of
adolescents.
Clarification: Identify and describe how family influences adolescent health.
Performance Level Descriptor: To demonstrate proficiency, students will identify and describe
how family influences personal health.
Content Focus: Family influences
Content Limits: Family influences should include, but are not limited to, the following:
Family rules
Family exercise/physical activity
Family meals
Family routines/structure
Family chores
Family values/expectations
Family culture/customs
Family dynamics and communication
Multiple Choice
Short Constructed Response
Extended Constructed Response
Multiple-Choice Attributes:
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B.
*C.
D.
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Benchmark: HE.7.C.2.2
Strand: Concepts
Standard: 2. Analyze the influence of family, peers, culture, media, technology, and other
factors on health behaviors.
Benchmark: HE.7.C.2.2 Examine how peers may influence the health behaviors of
adolescents.
Clarification: Identify, describe or explain how peers influence adolescent health.
Performance Level Descriptor: To demonstrate proficiency, students will identify, describe or
explain how peers influence impact personal health.
Content Focus: Peer influence/pressure
Content Limits: Health behaviors impacted by peer influences should include, but are not
limited to, the following:
Smoking
Drug use
Alcohol use
Sports
Food choices
School performance
Sexuality
Bullying/cyberbullying
Social media
Fitness/physical activity
Safety practices
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
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B.
C.
*D.
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Benchmark: HE.7.C.2.3
Strand: Concepts
Standard: 2. Analyze the influence of family, peers, culture, media, technology, and other
factors on health behaviors.
Benchmark: HE.7.C.2.3 Examine how the school and community may influence the health
behaviors of adolescents.
Clarification: Identify the types of health information conveyed by school and community and
describe their influence on adolescents health behaviors.
Performance Level Descriptor: To demonstrate proficiency, students will identify types of
health information conveyed by school and community members and describe their influence on
the health behaviors of adolescents.
Content Focus: School and community health information
Content Limits: Health information should include, but are not limited to, the following:
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
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B.
C.
D.
158
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Benchmark: HE.7.C.2.5
Strand: Concepts
Standard: 2. Analyze the influence of family, peers, culture, media, technology, and other
factors on health behaviors.
Benchmark: HE.7.C.2.5 Analyze how messages from media influence health behaviors.
Clarification: Identify, describe or explain the ways media can influence individual, peer and
community health behaviors.
Performance Level Descriptor: To demonstrate proficiency, students will identify, describe
types of media and describe or explain how they influence health behaviors of individuals, peers
or the community.
Content Focus: Media influence on health
Content Limits: Media influences should include, but are not limited to, the following:
Public service announcements (e.g., fire prevention, appropriate texting, anti-drug use)
Commercials (e.g., healthy food choices, bad food choices, inexpensive food choices)
Newspaper and magazines (e.g., food choices, self-image, fitness)
Athletes promoting fitness or healthy diets
Social media (e.g., cyber bullying)
Advertisements (body image)
Celebrity endorsements of health beauty products
Internet usage
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
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*B.
C.
D.
160
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Benchmark: HE.7.C.2.6
Strand: Concepts
Standard: 2. Analyze the influence of family, peers, culture, media, technology, and other
factors on health behaviors.
Benchmark: HE.7.C.2.6 Evaluate the influence of technology in locating valid health
information.
Clarification: Identify and describe how technology can be helpful in locating valid health
information and resources.
Performance Level Descriptor: To demonstrate proficiency, students will identify and describe
how technology can be helpful in locating valid health information and resources.
Content Focus: Influence of technology
Content Limits: Technology used to access information should include, but are not limited to,
the following:
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
Illustrations, photos, short phrases, or single words that do not match the influence of
technology referenced in the stem
Illustrations, photos, short phrases, or single words that are unrelated to the influence of
technologies.
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B.
*C.
D.
162
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Benchmark: HE.7.C.2.7
Strand: Concepts
Standard: 2. Analyze the influence of family, peers, culture, media, technology, and other
factors on health behaviors.
Benchmark: HE.7.C.2.7 Determine how cultural changes related to health beliefs and
behaviors impact personal health.
Clarification: Identify and describe how cultural changes have an impact on personal health.
Performance Level Descriptor: To demonstrate proficiency, students will identify and describe
how cultural changes have an impact on personal health.
Content Focus: Cultural changes
Content Limits: Cultural changes impacting personal health should include, but are not limited
to, the following:
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
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163
Illustrations, photos, short phrases, or single words that do not match the behavior
referenced in the stem
Illustrations, photos, short phrases, or single words showing or describing students
engaging in activities that do not match the behavior referenced in the stem
C.
D.
164
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Benchmark: HE.7.C.2.8
Strand: Concepts
Standard: 2. Analyze the influence of family, peers, culture, media, technology, and other
factors on health behaviors.
Benchmark: HE.7.C.2.8 Evaluate how changes in social norms impact healthy and unhealthy
behavior.
Clarification: Identify and describe how changes in socially acceptable behavior impacts
healthy and unhealthy behavior.
Performance Level Descriptor: To demonstrate proficiency, students will identify and describe
how changes in socially acceptable behavior impact healthy and unhealthy behavior.
Content Focus: Influence of social norms on health behaviors
Content Limits: Influence of social norms on behaviors should include, but are not limited to,
the following:
Smoking
Physical/nutritional choices
Personal hygiene
Safety practices
Gender roles/expectations
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
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Physical ability
*B.
Social interactions
C.
Academic pursuits
D.
Weight management
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Standard: HE.7.C.2.9
Strand: Concepts
Standard: 2. Examine how the school and community may influence the health behaviors of
adolescents.
Benchmark: HE.7.C.2.9 Explain the influence of personal values, attitudes and beliefs about
individual health practices and behaviors.
Clarification: Describe influence of personal feelings on health.
Performance Level Descriptor: To demonstrate proficiency, students will describe ways that
ones personal belief system may impact or influence their health habits and routines.
Content Focus: Health behaviors
Content Limits: Topics may include, but are not limited to, the following:
Hygiene
Environmental health
Physical/social health and fitness
Mental/emotional health
Nutrition
Vaccinations
Safety
Substance abuse
Sexually transmitted infections
Bullying
Family health and heredity
Communicable diseases/illnesses
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
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Benchmark: HE.7.B.3.1
Strand: Responsible Behavior
Standard: 3. Demonstrate the ability to access valid health information, products, and services
to enhance health.
Benchmark: HE.7.B.3.1 Analyze the validity of health information, products, and services.
Clarification: Identify, describe and explain the validity of health information, products, and
services.
Performance Level Descriptor: To demonstrate proficiency, students will identify and describe
the validity of health information, products, and services and distinguish between a product or
service that promotes health and one that does not.
Content Focus: Validity of health information
Content Limits: Valid health information, products, and services should include, but are not
limited to, the following:
Advertisements
Health claim articles
Personal care product claims
Tobacco use information
Community resources
Nutritional claims
Fitness/equipment claims
Health PSAs
Health care professionals
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
168
Illustrations, photos, short phrases, or single words that do not match the health
information referenced in the stem
Illustrations, photos, short phrases, or single words that are unrelated to valid health
information or sources.
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B.
C.
*D.
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Benchmark: HE.7.B.3.2
Strand: Responsible Behavior
Standard: 3. Demonstrate the ability to access valid health information, products, and services
to enhance health.
Benchmark: HE.7.B.3.2 Determine the accessibility and/or reliability of products and services
that enhance home, school, and community health.
Clarification: Identify and describe the factors that affect peoples ability to access products
and services that enhance health.
Performance Level Descriptor: To demonstrate proficiency, students will identify and describe
the factors that enable and limit peoples access to products and services that enhance health.
Content Focus: Accessibility of health products and services
Content Limits: Factors determining accessibility of products should include, but are not limited
to, the following:
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
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171
Illustrations, photos, short phrases, or single words that do not match the task or
behavior referenced in the stem
Illustrations, photos, short phrases, or single words showing or describing information
unrelated to the stem.
B.
C.
*D.
172
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Benchmark: HE.7.B.3.3
Strand: Responsible Behavior
Standard: 3. Demonstrate the ability to access valid health information, products, and services
to enhance health.
Benchmark: HE.7.B.3.3 Compare a variety of technologies to gather health information.
Clarification: Use technologies to gather health information.
Performance Level Descriptor: To demonstrate proficiency, students will use technologies to
gather health information.
Content Focus: Technologies for gathering health information
Content Limits: Examples of technologies should include, but are not limited to, the following:
Computer
Cell phone
Television
Audio books
Radio
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Item Rubric
2 points
The student correctly describes one appropriate response for each topic,
including, but not limited to, the following:
Television:
- Watch health programs on public television
- Watch health documentaries
- Pay attention to health-related commercials
- Watch PSAs
Audio Books:
- Listen to self-improvement books
- Listen on the way to school
- Listen to health related-texts
1 point
The student correctly describes one appropriate response.
0 points
The student is unable to perform the task, does not understand how to complete
the task, or unsuccessfully completes the task.
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Benchmark: HE.7.B.3.4
Strand: Responsible Behavior
Standard: 3. Demonstrate the ability to access valid health information, products, and services
to enhance health.
Benchmark: HE.7.B.3.4 Differentiate professional health services that may be required.
Clarification: Identify or describe the professional health services that may be sought for
common health needs.
Performance Level Descriptor: To demonstrate proficiency, students will identify or describe
the professional health services that may be sought for common health needs.
Content Focus: Professional health services
Content Limits: Health services should include, but are not limited to, the following:
Dental cleanings
Orthodontics
Family physician services
Counseling services
Pharmacists
Vaccinations/immunizations
Health screenings
Optometrists
Physical/occupational therapists
Medical professionals
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
Illustrations, photos, short phrases, or single words that do not match the health services
referenced in the stem
Illustrations, photos, short phrases, or single words showing or describing situations
unrelated to those described in the stem
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175
Visit her family doctor to see how badly the arm is hurt
B.
C.
D.
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Benchmark: HE.7.B.4.1
Strand: Responsible Behavior
Standard: 4. Apply effective communication skills when interacting with others to enhance
health.
Benchmark: HE.7.B.4.1 Use skills for communicating effectively with family, peers, and others
to enhance health.
Clarification: Demonstrate the ability to communicate effectively to enhance health.
Performance Level Descriptor: To demonstrate proficiency, students will demonstrate the
ability to use effective communication skills to enhance health.
Content Focus: Interpersonal Communication Skills
Content Limits: Communication skills should include, but are not limited to, the following:
Paraphrasing
Using clear and concise words
Positive body language
Discussion
Using I-messages
Maintaining eye contact
Controlling the tone of voice
Showing empathy/sympathy
Validation through acknowledgement
Performance Task
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None
Setup:
Prompt:
Say: Imagine that you received news that your sibling has won an award.
Say: Show me two ways to express your support to maintain a health family relationship
with your sibling.
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Benchmark: HE.7.B.4.2
Strand: Responsible Behavior
Standard: 4. Demonstrate the ability to use interpersonal communication skills to enhance
health and avoid or reduce health risks.
Benchmark: HE.7.B.4.2 Demonstrate refusal, negotiation, and collaboration skills to enhance
health and reduce health risks.
Clarification: Describe or demonstrate the use of refusal, negotiation, and collaboration skills to
enhance health and reduce health risks.
Performance Level Descriptor: To demonstrate proficiency, students will describe or
demonstrate the use of refusal, negotiation, and collaboration skills to enhance health and
reduce health risks.
Content Focus: Refusal, negotiation, and collaboration skills
Content Limits: Refusal, negotiation or collaboration skills should include, but are not limited
to, the following:
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None
Setup:
Prompt:
Say: Imagine that a friend asks you to skip class with him and go to a local store off the
school property.
Say: Explain or show me two healthy ways to respond to his request.
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Benchmark: HE.7.B.4.3
Strand: Responsible Behavior
Standard: 4. Demonstrate the ability to use interpersonal communication skills to enhance
health and avoid or reduce health risks.
Benchmark: HE.7.B.4.3 Articulate the possible causes of conflict among youth in schools and
communities.
Clarification: Identify and describe possible causes of conflict among youth in schools and
communities.
Performance Level Descriptor: To demonstrate proficiency, students will identify and describe
possible causes of conflict among youth in schools and communities.
Content Focus: Causes of conflict
Content Limits: The identification of causes should include, but are not limited to, the following:
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
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Illustrations, photos, short phrases, or single words that do not match the behavior
referenced in the stem
Illustrations, photos, short phrases, or single words showing or describing students
engaging in activities that do not match the behavior referenced in the stem
B.
C.
D.
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184
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Benchmark: HE.7.B.4.4
Strand: Responsible Behavior
Standard: 4. Demonstrate the ability to use interpersonal communication skills to enhance
health and avoid or reduce health risks.
Benchmark: HE.7.B.4.4 Demonstrate how to ask for assistance to enhance the health of self
and others.
Clarification: Describe or demonstrate common ways to ask for assistance to improve the
personal health of self and of others.
Performance Level Descriptor: To demonstrate proficiency, students will describe or
demonstrate common ways to ask for assistance to improve the personal health of self and of
others.
Content Focus: Ask for assistance
Content Limits: Ways to ask for assistance should include, but are not limited to, the following:
Using I-messages
Asking on behalf of a friend
Making a written request
Role-playing
Body language
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186
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Paper/Pencil
Setup:
Prompt:
Say: Imagine that you would like to ask a teacher to be a sponsor for your sports club.
Say: Explain or show me two ways to ask the teacher for assistance.
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Benchmark: HE.7.B.5.2
Strand: Responsible Behavior
Standard: 5. Demonstrate the ability to use decision-making skills to enhance health.
Benchmark: HE.7.B.5.2 Select healthy alternatives over unhealthy alternatives when making a
decision.
Clarification: Identify, describe, and choose healthy alternatives over unhealthy alternatives
when making decisions.
Performance Level Descriptor: To demonstrate proficiency, students identify, describe, and
choose healthy alternatives over unhealthy alternatives when making decisions.
Content Focus: Healthy and unhealthy alternatives in decision making
Content Limits: Healthy and unhealthy alternatives should include, but are not limited to, the
following:
Substance abuse
Use of safety equipment
Safety on the computer and the Internet
Food choices
Weight management
Relationships
Medical procedures
Peer pressure
Conflict resolution
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
188
Illustrations, photos, short phrases, or single words that do not match the alternatives
referenced in the stem
Illustrations, photos, short phrases, or single words showing or describing students
engaging in activities that do not match the behavior referenced in the stem
American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
Join the site but use a made-up address instead of her real one
B.
Find a different site that does not ask for a picture, only an address
*C.
Find a different site that does not require so much personal information
D.
Join the site but pay close attention to the types of people who visit the site
Explain why the rules are necessary. Then, explain what a possible consequence could be if
Brian does not follow one of the rules.
Exemplar Response:
The rules are necessary because they keep him safe. If he does not wear the goggles, for
instance, chemicals could splash up and hurt his eyes.
Item Rubric
2 points
The student correctly provides one explanation for why the rules are necessary
and provides one explanation of a possible consequence. These include, but are
not limited to, the following:
His eyes could be hurt.
He could be burned or injured.
His clothes could be damaged.
If he drops something he could hurt someone else.
1 point
The student correctly describes one explanation for why the rules are necessary.
0 points
The response indicates inadequate or no understanding of the concept needed
to answer the item. The student may have written on a different topic or written
I dont know.
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Benchmark: HE.7.B.5.4
Strand: Responsible Behavior
Standard: 5. Demonstrate the ability to use decision-making skills to enhance health.
Benchmark: HE.7.B.5.4 Determine when individual or collaborative decision-making is
appropriate.
Clarification: Identify or explain when personal or collaborative decision-making is appropriate.
Performance Level Descriptor: To demonstrate proficiency, students will identify or explain
when personal or collaborative decision-making is appropriate.
Content Focus: Personal and collaborative decision making
Content Limits: Decision-making situations should include, but are not limited to, the following:
Substance use
Harassment
Gang involvement
Abuse
Peer pressure
Bullying
Family involvement
Medical procedures
Relationships
Item Types:
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
190
Illustrations, photos, short phrases, or single words that do not match the decisionmaking situations referenced in the stem
Illustrations, photos, short phrases, or single words showing or describing students
engaging in activities that do not match the behavior referenced in the stem
American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
Ignore the gang and hope they lose interest and leave
B.
*C.
Bring all the young people together and talk to the police
D.
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191
Benchmark: HE.7.B.5.5
Strand: Concepts
Standard: 5. Analyze the influence of family, peers, culture, media, technology, and other
factors on health behaviors.
Benchmark: HE.6.C.5.5 Predict the short- and long-term consequences of engaging in health
risk behaviors.
Clarification: Identify or describe the consequences of engaging in health risk behaviors in both
the short- and long-term.
Performance Level Descriptor: To demonstrate proficiency, students will identify and describe
the short and long-term consequences of health risk behaviors.
Content Focus: Health risk behaviors
Content Limits: The identification of the consequences of health risk behaviors should include,
but are not limited to, the following:
192
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193
Benchmark: HE.7.B.6.1
Strand: Responsible Behavior
Standard: 6. Demonstrate the ability to use goal-setting skills to enhance health.
Benchmark: HE.7.B.6.1 Analyze personal beliefs as they relate to health practices.
Clarification: Describe the effect of personal beliefs on health practices.
Performance Level Descriptor: To demonstrate proficiency, students will describe ways
personal beliefs affect health practices.
Content Focus: Analyze personal beliefs in health
Content Limits: Personal beliefs as they relate to health practices should include, but are not
limited to, the following:
Weight management
Disease prevention
Sharing personal information
Internet usage
Safety practices
Nutritional choices
Cultural and religious beliefs
Multiple Choice
Short Constructed Response
B.
C.
*D.
194
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Benchmark: HE.7.B.6.2
Strand: Responsible Behavior
Standard: 6. Demonstrate the ability to use goal-setting skills to enhance health.
Benchmark: HE.7.B.6.2 Devise an individual goal (short or long term) to adopt, maintain, or
improve a personal health practice.
Clarification: Design an individual goal to improve on a personal health practice.
Performance Level Descriptor: To demonstrate proficiency, students will design an individual
goal to improve a personal health practice.
Content Focus: Personal Health Practice
Content Limits: Goals to improve a personal health practice should include, but are not limited
to, the following:
Conflict resolution
Physical activity
Eating habits
Safety habits
Computer use and safety
Bullying prevention skills
Personal hygiene
Multiple Choice
B.
C.
*D.
196
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Benchmark: HE.7.B.6.3
Strand: Responsible Behavior
Standard: 6. Demonstrate the ability to use goal-setting skills to enhance health.
Benchmark: HE.7.B.6.3 Explain strategies and skills needed to assess progress and
maintenance of a personal health goal.
Clarification: Identify and explain a strategy or skill needed to attain/maintain a personal health
goal.
Performance Level Descriptor: To demonstrate proficiency, students will identify and explain
a strategy or skill needed to attain/maintain a personal health goal.
Content Focus: Attain/maintain a personal health goal
Content Limits: Strategies or skills should include, but are not limited to, the following:
Journaling
Daily checklists
Calorie counters
Pedometers
Support groups
Buddy system
Health/Fitness clubs
Develop plans/goals
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Benchmark: HE.7.P.7.1
Strand: Promotion
Standard: 7. Demonstrate the ability to practice advocacy, health-enhancing behaviors, and
avoidance or reduction of health risks for oneself.
Benchmark: HE.7.P.7.1 Examine the importance of assuming responsibility for personal health
behaviors.
Clarification: Identify and describe the reasons it is important for an individual to assume
responsibility for his or her own personal health and health-related behaviors.
Performance Level Descriptor: To demonstrate proficiency, students will identify and describe
the reasons it is important for an individual to assume responsibility for his or her own personal
health and health-related behaviors.
Content Focus: Personal health behaviors
Content Limits: Personal health behaviors referenced in this stem should include, but are not
limited to, the following:
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200
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Benchmark: HE.7.P.7.2
Strand: Promotion
Standard: 7. Demonstrate the ability to practice advocacy, health-enhancing behaviors, and
avoidance or reduction of health risks for oneself.
Benchmark: HE.7.P.7.2 Experiment with behaviors that will maintain or improve personal
health and reduce health risks.
Clarification: Identify and describe healthy practices and behaviors that maintain or improve
personal health and reduce health risks.
Performance Level Descriptor: To demonstrate proficiency, students will identify and describe
healthy practices and behaviors that maintain or improve personal health and reduce health
risks.
Content Focus: Healthy practices and behaviors
Content Limits: Healthy practices and behaviors should include, but are not limited to, the
following:
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
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*B.
C.
D.
202
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Benchmark: HE.7.P.8.1
Strand: Promotion
Standard: 8. Demonstrate the ability to practice advocacy, health-enhancing behaviors, and
avoidance or reduction of health risks for oneself.
Benchmark: HE.7.P.8.1 Utilize the influence of others to promote positive health choices.
Clarification: Describe how to utilize the influence and support of others in promoting health
choices.
Performance Level Descriptor: To demonstrate proficiency, students will describe ways to
utilize the support of others in promoting health choices and decisions.
Content Focus: Utilize positive influences
Content Limits: Ways to utilize help from others should include, but are not limited to, the
following:
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204
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Benchmark: HE.7.P.8.2
Strand: Promotion
Standard: 8. Demonstrate the ability to practice advocacy, health-enhancing behaviors, and
avoidance or reduction of health risks for oneself.
Benchmark: HE.7.P.8.2 Articulate a position on a health-related issue and support it with
accurate heath information.
Clarification: Describe a position on a given topic and explain how to support that choice with
accurate information
Performance Level Descriptor: To demonstrate proficiency, students will identify a healthenhancing position on a topic and describe ways to support that position with accurate
information.
Content Focus: Support a position
Content Limits: Health-enhancing positions should include, but are not limited to, the following:
Bullying prevention
Internet safety
Nutritional choices
Validity of information
Substance abuse
Relationships
Active lifestyle
School involvement
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Benchmark: HE.7.P.8.3
Strand: Promotion
Standard: 8. Demonstrate the ability to practice advocacy, health-enhancing behaviors, and
avoidance or reduction of health risks for oneself.
Benchmark: HE.7.P.8.3 Work cooperatively to advocate for healthy individuals, peers, and
families.
Clarification: Describe ways to work with others to advocate for healthy individuals and
communities.
Performance Level Descriptor: To demonstrate proficiency, students will describe ways to
work with others to advocate for improving the health of individuals and communities.
Content Focus: Advocating health
Content Limits: Ways to advocate for healthy individuals should include, but are not limited to,
the following types of topics:
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Benchmark: HE.7.P.8.4
Strand: Promotion
Standard: 8. Demonstrate the ability to advocate for individual, peer, school, family, and
community health.
Benchmark: HE.7.P.8.4 Analyze ways health messages can target different audiences.
Clarification: Identify and describe ways that health messages and communication techniques
used to target different audiences.
Performance Level Descriptor: To demonstrate proficiency, students will identify and describe
ways that health messages and communication techniques are targeted for different audiences.
Content Focus: Health messages
Content Limits: Health messages and communication techniques should include, but are not
limited to, the following:
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
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Under 9
*B.
10 to 20
C.
40 to 60
D.
Over 70
210
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SPECIFICATIONS
FOR
GRADE 8
212
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Standard: LAFS.8.RL.2.3
Strand: Reading: Literature
Cluster: 2. Craft and Structure
Standard: LAFS.8.SL.2.3 Analyze how particular lines of dialogue or incidents in a story or
drama propel the action, reveal aspects of a character, or provoke a decision.
Clarification: Analyze lines in a health related text.
Performance Level Descriptor: To demonstrate proficiency, students will cite specific lines of
text when describing influences on a sequence of events.
Content Focus: Analyzing health texts
Content Limits: Texts may include, but are not limited to, topics containing the following:
Hygiene
Illness
Environmental health
Physical/social/emotional health and fitness
Mental health
Nutrition
Vaccinations
Safety
Substance abuse
Sexually transmitted infections
Bullying
Family health and heredity
Communicable disease
Gender population data
Disease prevalence and incidence data
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
214
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Standard: LAFS.8.RL.2.6
Strand: Reading: Literature
Cluster: 2. Craft and Structure
Standard: LAFS.8.SL.2.6 Determine an author's point of view or purpose in a text and analyze
how the author acknowledges and responds to conflicting evidence or viewpoints.
Clarification: Determine authors point of view
Performance Level Descriptor: To demonstrate proficiency, students will cite evidence for an
authors point of view in a health related text.
Content Focus: Health opinions
Content Limits: Texts may include, but are not limited to, topics containing the following:
Hygiene
Illness
Environmental health
Physical/social/emotional health and fitness
Mental health
Nutrition
Vaccinations
Safety
Substance abuse
Sexually transmitted infections
Bullying
Family health and heredity
Communicable disease
Gender population data
Disease prevalence and incidence data
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
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215
Standard: LAFS.8.W.1.1
Strand: Writing
Cluster: 1. Text Types and Purposes
Standard: LAFS.8.W.1.1: Write arguments to support claims with clear reasons and relevant
evidence.
Clarification: Write an argument on a health position.
Performance Level Descriptor: To demonstrate proficiency, students will write an argument
on a health position using clear and concise reasons and evidence as support.
Content Focus: Writing about health topics
Content Limits: Topics may include, but are not limited to, the following:
Hygiene
Illness
Environmental health
Physical/social/emotional health and fitness
Mental health
Nutrition
Vaccinations
Safety
Substance abuse
Sexually transmitted infections
Bullying
Family health and heredity
Communicable disease
Gender population data
Disease prevalence and incidence data
216
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Standard: LAFS.8.W.3.8
Strand: Writing
Cluster: 3. Research to Build and Present Knowledge
Standard: LAFS.8.W.3.8 Gather relevant information from multiple print and digital sources,
using search terms effectively; assess the credibility and accuracy of each source; and quote or
paraphrase the data and conclusions of others while avoiding plagiarism and following a
standard format for citation.
Clarification: Using resources to answer questions.
Performance Level Descriptor: To demonstrate proficiency, students will use print or digital
resources to use their own words to describe health topics and draw conclusions.
Content Focus: Using Resources
Content Limits: Resources may be informational such as articles, digital resources,
instructions or recipes. Topics may include, but are not limited to, the following:
Hygiene
Illness
Environmental health
Physical/social/emotional health and fitness
Mental health
Nutrition
Vaccinations
Safety
Substance abuse
Sexually transmitted infections
Bullying
Family health and heredity
Communicable disease
Gender population data
Disease prevalence and incidence data
Performance Task
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Standard: LAFS.8.SL.2.5
Strand: Speaking and Listening
Cluster: 2. Presentation of Knowledge and Ideas
Standard: LAFS.8.SL.2.5 Integrate multimedia and visual displays into presentations to clarify
information, strengthen claims and evidence, and add interest.
Clarification: Create or describe graphical support for health information.
Performance Level Descriptor: To demonstrate proficiency, students will create or describe
graphics or images that may be used to support health information.
Content Focus: Supporting health information
Content Limits: Topics may include, but are not limited to, containing the following:
Hygiene
Illness
Environmental health
Physical/social/emotional health and fitness
Mental health
Nutrition
Vaccinations
Safety
Substance abuse
Sexually transmitted infections
Bullying
Family health and heredity
Communicable disease
Gender population data
Disease prevalence and incidence data
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Constructed Response
Performance Task
American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
Standard: LAFS.68.WHST.1.1a
Strand: ELA Literacy - Writing
Cluster: 1. Text Types and Purposes
Standard: LAFS.68.WHST.1.1a Introduce claim(s) about a topic or issue, acknowledge and
distinguish the claim(s) from alternate or opposing claims, and organize the reasons and
evidence logically.
Clarification: Distinguish claims about health topics or issues.
Performance Level Descriptor: To demonstrate proficiency, students will logically describe
differing claims on health topics citing evidence and reasons.
Content Focus: Evidence for health claims
Content Limits: Students must be provided a specific topic when instructed to distinguish
claims. Topics may include, but are not limited to, the following:
Hygiene
Illness
Environmental health
Physical/social/emotional health and fitness
Mental health
Nutrition
Vaccinations
Safety
Substance abuse
Sexually transmitted infections
Bullying
Family health and heredity
Communicable disease
Gender population data
Disease prevalence and incidence data
Performance Task
Short Constructed Response
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Standard: LAFS.68.WHST.2.6
Strand: ELA Literacy - Writing
Cluster: 2. Production and Distribution of Writing
Standard: LAFS.68.WHST.2.6 Use technology, including the Internet, to produce and publish
writing as well as to interact and collaborate with others; demonstrate sufficient command of
keyboarding skills to type a minimum of three pages in a single sitting.
Clarification: Uses the computer and/or Internet to produce a paragraph or short essay on a
health-related topic.
Performance Level Descriptor: To demonstrate proficiency, students will use the computer
and/or research on the Internet to write a short essay on a health-related topic.
Content Focus: Computers used to write for health
Content Limits: Students must be provided a specific topic when instructed to research on the
Internet. Topics may include, but are not limited to, the following:
Hygiene
Illness
Environmental health
Physical health and fitness
Mental health
Nutrition
Vaccinations
Safety
Substance abuse
Sexually transmitted infections
Bullying
Family health and heredity
220
Performance Task
American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
Benchmark: HE.8.B.3.1
Strand: Responsible Behavior
Standard: 3. Demonstrate the ability to access valid health information, products, and services
to enhance health.
Benchmark: HE.8.B.3.1 Analyze valid and reliable health services and the cost of products.
Clarification: Identify and explain the validity of health information, products, and services;
compare the cost of these products and services and determine how cost can be used to
assess value.
Performance Level Descriptor: To demonstrate proficiency, students will identify and explain
the validity of health information, products, and services and compare the cost of health
products and services and determine value.
Content Focus: Validity of health information and the cost of health products and services
Content Limits: Valid health information, products, and services should include, but are not
limited to, the following:
Advertisements
Health claim articles
Personal care product claims
Tobacco use information
Internet resources
Medical personnel
Prescription product information
Health journals, health magazines, health textbooks
Testimonials
Health educators/licensed instructors
Professional health organizations
First Aid/CPR guidelines
MyPlate.gov
The identification of health products and services should include, but are not limited to, the
following:
Multiple Choice
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221
Multiple-Choice Attributes:
222
Illustrations, photos, short phrases, or single words that do not match valid health
information referenced in the stem
Illustrations, photos, short phrases, or single words identifying valid health information or
describing students engaging in activities that do not match the behavior referenced in
the stem
American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
B.
C.
D.
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224
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None
Setup:
Prompt:
Say: Assume you have been told by your doctor to supplement your diet with vitamins.
You may purchase the vitamins in a specialty store, or at your local discount store.
Which would you choose? Give two reasons to support your answer.
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Benchmark: HE.8.B.3.2
Strand: Responsible Behavior
Standard: 3. Demonstrate the ability to access valid health information, products, and services
to enhance health.
Benchmark: HE.8.B.3.2 Analyze the accessibility, validity, and reliability of products and
services that enhance home, school, and community health.
Clarification: Identify and describe the factors that affect peoples ability to access products
and services that enhance health.
Performance Level Descriptor: To demonstrate proficiency, students will identify and describe
the factors that affect peoples ability to access products and services that enhance health as
well as factors that affect the validity and reliability of these products.
Content Focus: Accessibility, validity, and reliability of products and services
Content Limits: Factors determining accessibility of products and services should include, but
are not limited to, the following:
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
226
American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
Illustrations, photos, or descriptions of factors that do not affect the accessibility of health
products and services
Illustrations, photos, or descriptions of factors that affect the accessibility of health
products and services which are not referenced in the stem
Illustrations, photos, or descriptions of factors that affect the accessibility of non-healthrelated products and services
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B.
*C.
D.
228
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Benchmark: HE.8.B.3.3
Strand: Responsible Behavior
Standard: 3. Demonstrate the ability to access valid health information, products, and services
to enhance health.
Benchmark: HE.8.B.3.3 Recommend a variety of technologies to gather health information.
Clarification: Identify and describe health technologies that can be used to obtain accurate
health measures and assessments.
Performance Level Descriptor: To demonstrate proficiency, students will identify and describe
health technologies used to obtain valid health measures and assessments.
Content Focus: Technologies for gathering health information
Content Limits: Technologies should include, but are not limited to, the following:
Glucose monitors
MRIs
EKGs
CAT-scans
X-rays
Ultrasound
Blood pressure monitor
Heart rate monitor
Stethoscope
Thermometer
Pedometer
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229
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Benchmark: HE.8.B.3.4
Strand: Responsible Behavior
Standard: 3. Demonstrate the ability to access valid health information, products, and services
to enhance health.
Benchmark: HE.8.B.3.4 Determine situations when specific professional health services or
providers may be required.
Clarification: Identify or describe when professional health services may be required for
common health needs.
Performance Level Descriptor: To demonstrate proficiency, students will identify or describe
when professional health services may be required for common health needs.
Content Focus: Situations requiring professional health services
Content Limits: Situations requiring professional health services should include, but are not
limited to, the following:
Dental emergencies
Medical emergencies
Illnesses
Accidental injuries
Special needs services
Eating disorders
Behavioral disorders (signs of depression, anxiety, hyperactivity)
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
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B.
C.
*D.
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Benchmark: HE.8.B.4.1
Strand: Responsible Behavior
Standard: 4. Demonstrate the ability to use interpersonal communication skills to enhance
health and avoid or reduce health risks.
Benchmark: HE.8.B.4.1 Illustrate skills necessary for effective communication with family,
peers, and others to enhance health.
Clarification: Identify and describe skills to effectively communicate with family, peers, and
others for better health.
Performance Level Descriptor: To demonstrate proficiency, students will identify and describe
skills to communicate with family, peers, and others to enhance health.
Content Focus: Communication skills
Content Limits: Communication skills to enhance health should include, but are not limited to,
the following:
Refusal skills
Nonverbal communication (open body language, eye contact)
Asking questions
Paraphrasing
Role-playing
Positive reinforcements
Open forum (safe zone)
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None
Setup:
Prompt:
Say: Imagine that a friend has accused you of taking his class notebook.
Say: Explain or show me two healthy ways to communicate in response.
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Benchmark: HE.8.B.4.3
Strand: Responsible Behavior
Standard: 4. Demonstrate the ability to use interpersonal communication skills to enhance
health and avoid or reduce health risks.
Benchmark: HE.8.B.4.3 Examine the possible causes of conflict among youth in schools and
communities.
Clarification: Identify or describe possible causes of conflict among youth in schools and
communities and explain the reasons why they may lead to conflict.
Performance Level Descriptor: To demonstrate proficiency, students will identify or describe
possible causes of conflict among youth in schools and communities.
Content Focus: Causes of conflict
Content Limits: Causes of conflict should include, but are not limited to, the following:
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
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American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
Illustrations, photos, or descriptions of conflict causes or reasons that are not referenced
in the stem
Illustrations, photos, or descriptions of conflict causes that are not related to conflict
among youth in schools
*B.
C.
D.
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Benchmark: HE.8.B.4.4
Strand: Responsible Behavior
Standard: 4. Demonstrate the ability to use interpersonal communication skills to enhance
health and avoid or reduce health risks.
Benchmark: HE.8.B.4.4 Compare and contrast ways to ask for and offer assistance to enhance
the health of self and others.
Clarification: Identify and explain similarities and differences between common ways to offer
and ask for assistance to improve the personal health of self and of others.
Performance Level Descriptor: To demonstrate proficiency, students will identify and explain
similarities and differences between ways to offer and ask for assistance to improve the
personal health of self and of others.
Content Focus: Ask for assistance
Content Limits: Types of assistance should include, but are not limited to, the following:
Using I-messages
Asking directly
Asking on behalf of a friend
Making a written request
Role-playing
Body language
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239
Benchmark: HE.8.B.5.1
Strand: Responsible Behavior
Standard: 5. Demonstrate the ability to use decision-making skills to enhance health.
Benchmark: HE.8.B.5.1 Determine when health-related situations require the application of a
thoughtful, prepared plan of action.
Clarification: Identify and describe health-related situations that require a thoughtful decisionmaking process.
Performance Level Descriptor: To demonstrate proficiency, students will identify and describe
health-related situations that require a thoughtful decision-making process.
Content Focus: Thoughtful decision-making processes
Content Limits: Health-related situations should include, but are not limited to, the following:
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
240
Illustrations, photos, short phrases, or single words that do not match the situations
referenced in the stem
Illustrations, photos, short phrases, or single words unrelated to the situations
referenced in the stem.
American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
B.
C.
*D.
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Benchmark: HE.8.B.5.2
Strand: Responsible Behavior
Standard: 5. Demonstrate the ability to use decision-making skills to enhance health.
Benchmark: HE.8.B.5.2 Categorize healthy and unhealthy alternatives to health-related issues
or problems.
Clarification: Identify and describe healthy and unhealthy alternatives to health-related issues
or problems.
Performance Level Descriptor: To demonstrate proficiency, students will identify or describe
healthy and unhealthy alternatives to health-related issues or problems.
Content Focus: Healthy and unhealthy alternatives
Content Limits: Health-related issues and problems should include, but are not limited to, the
following:
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
242
Illustrations, photos, short phrases, or single words that do not match the alternatives to
health-related issues referenced in the stem
Illustrations, photos, short phrases, or single words showing or describing students
engaging in activities that do not match the behavior referenced in the stem
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B.
C.
*D.
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243
Benchmark: HE.8.B.5.3
Strand: Responsible Behavior
Standard: 5. Demonstrate the ability to use decision-making skills to enhance health.
Benchmark: HE.8.B.5.3 Compile the potential outcomes of each option when making a healthrelated decision.
Clarification: Identify and explain the potential outcomes of options when making health-related
decisions.
Performance Level Descriptor: To demonstrate proficiency, students will identify or explain
the potential consequences of options when making health-related decisions.
Content Focus: Consequences of health-related decisions
Content Limits: Consequences of health-related decisions should include, but are not limited
to, the following:
Physical consequences
Social consequences
Emotional consequences
Financial consequences
Legal consequences
Environmental consequences
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
244
Illustrations, photos, short phrases, or single words that do not match the outcomes
referenced in the stem
Illustrations, photos, short phrases, or single words unrelated to the outcomes or
situations referenced in the stem
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Better self-image
B.
C.
D.
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245
Benchmark: HE.8.B.5.4
Strand: Responsible Behavior
Standard: 5. Demonstrate the ability to use decision-making skills to enhance health.
Benchmark: HE.8.B.5.4 Distinguish when individual or collaborative decision making is
appropriate.
Clarification: Identify or describe when personal or collaborative decision making is
appropriate.
Performance Level Descriptor: To demonstrate proficiency, students will identify or describe
when individual or collaborative decision making is appropriate.
Content Focus: Personal and collaborative decision making
Content Limits: Health-related issues or problems should include, but are not limited to, the
following:
Substance abuse
Harassment
Peer pressure
Gang involvement
Bullying
Family involvement
Medical procedures
Relationships
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
246
Illustrations, photos, short phrases, or single words that do not match the decisionmaking situations referenced in the stem
Illustrations, photos, short phrases, or single words showing or describing students
engaging in activities that do not match the behavior referenced in the stem
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C.
D.
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Benchmark: HE.8.B.5.6
Strand: Responsible Behavior
Standard: 5. Demonstrate the ability to use decision-making skills to enhance health.
Benchmark: HE.8.B.5.6 Evaluate the outcomes of a health-related decision.
Clarification: Identify and describe the outcomes of health-related decisions.
Performance Level Descriptor: To demonstrate proficiency, students will identify or describe
the outcomes of health-related decisions and describe or explain their effectiveness.
Content Focus: Outcomes of health-related decisions
Content Limits: Outcomes of health-related decisions should include, but are not limited to, the
following:
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
248
Illustrations, photos, short phrases, or single words that do not match the outcomes
referenced in the stem
Illustrations, photos, short phrases, or single words showing or describing students
engaging in activities that do not match the behavior referenced in the stem
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B.
C.
D.
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Benchmark: HE.8.B.6.1
Strand: Responsible Behavior
Standard: 6. Demonstrate the ability to use goal-setting skills to enhance health.
Benchmark: HE.8.B.6.1 Assess personal health practices.
Clarification: Explain ways to assess personal health practices.
Performance Level Descriptor: To demonstrate proficiency, students will explain ways to
assess personal health practices.
Content Focus: Personal Health Practices
Content Limits: Personal health practices should include, but are not limited to, the following:
Physical fitness
Sleep habits
Interpersonal skills
Risky behaviors
Injury/accident prevention
Internet safety
Nutrition
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Item Rubric
2 points
The student correctly describes two ways to assess personal physical fitness.
These include, but are not limited to, the following:
Calculate BMI
Keep a log of exercise/physical activity
Perform fitness test
Wear a pedometer
1 point
The student correctly describes one way to assess personal physical fitness.
0 points
The response indicates inadequate or no understanding of the concept needed
to answer the item. The student may have written on a different topic or written
I dont know.
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Benchmark: HE.8.B.6.2
Strand: Responsible Behavior
Standard: 6. Demonstrate the ability to use decision-making skills to enhance health.
Benchmark: HE.8.B.6.2 Design an individual goal to adopt, maintain, or improve a personal
health practice.
Clarification: Design an individual goal to improve your health.
Performance Level Descriptor: To demonstrate proficiency, students will design a personal
health goal that maintains or improves health.
Content Focus: Personal health goal
Content Limits: Health goals should include, but are not limited to, the following:
Physical activity
Eating habits
Cyber bullying
Social relationships
Sleep habits
Safety habits
Computer safety
Conflict resolution
Personal hygiene
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Performance Task
American Institutes for Research | Florida Health Test Item Bank Specifications, Grades 6-8
Setup:
Prompt:
Say: Design a health goal that will help you improve communication with a friend.
Say: Describe one way you will measure progress towards reaching that goal.
Receive the students written or typed response.
Item Rubric
2 points
The student designs a health goal and describes how progress will be measured
towards reaching the goal of improving communication with a friend. Monitoring
progress actions can include, but are not limited, to the following:
Verbal: use I statements to express feelings, ask the friend about his or
her thoughts/feelings/experiences, set a time for phone calls or gettogether
Written: write the friend emails or letters, write down a schedule for
contacting the friend (once per day, once per week, etc.)
1 point
The student designs a health goal with no description of how progress will be
measured towards reaching the goal of improving communication with a friend
0 points
The student is unable to perform the task, does not understand how to complete
the task, or unsuccessfully completes the task.
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Benchmark: HE.8.B.6.3
Strand: Responsible Behavior
Standard: 6. Demonstrate the ability to use goal-setting skills to enhance health.
Benchmark: HE.8.B.6.3 Apply strategies and skills needed to attain a personal health goal.
Clarification: Identify and explain a strategy or skill needed to attain/maintain a personal health
goal in a given situation.
Performance Level Descriptor: To demonstrate proficiency, students will identify and explain
a strategy or skill needed to attain/maintain a personal health goal in a given situation.
Content Focus: Attain/maintain a personal health goal
Content Limits: Strategies or skills should include, but are not limited to, the following:
Journaling
Daily checklists
Calorie counters
Pedometers
Support groups
Time management
Planning
Before and after pictures
Buddy system
Health topic research
Identifying obstacles
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
254
Illustrations, photos, short phrases, or single words that do not match the behavior
referenced in the stem
Illustrations, photos, short phrases, or single words showing or describing students
engaging in activities that do not match the behavior referenced in the stem
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B.
C.
*D.
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Benchmark: HE.8.B.6.4
Strand: Responsible Behavior
Standard: 6. Demonstrate the ability to use goal-setting skills to enhance health.
Benchmark: HE.8.B.6.4 Describe how personal health goals can vary with changing abilities,
priorities, and responsibilities.
Clarification: Identify or describe ways that personal health goals can change as abilities,
priorities, and responsibilities also change.
Performance Level Descriptor: To demonstrate proficiency, students will identify or describe
ways that personal health goals can change as abilities, priorities, and responsibilities also
change.
Content Focus: Personal health behaviors
Content Limits: The types and effects of shifting abilities, priorities, and responsibilities
referenced in this stem should include, but are not limited to:
Abilities:
- Positive body changes (e.g., healthy weight, increased strength or stamina)
- Negative body changes (e.g., straining muscles, injuries, illness, unhappy with bodytype)
- Availability of supplies (e.g., cost of or access to healthy food, exercise equipment,
weather conditions)
- Priorities
- Achievement of original goal
- Recognition that original goal was unrealistic
- Outside life change requiring new skills
Responsibilities:
- Time management
- Caring for others
- Working at a job(s)
- Balancing a budget
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
256
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B.
*C.
D.
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Benchmark: HE.8.C.1.2
Strand: Concepts
Standard: 1. Comprehend concepts related to health promotion and disease prevention to
enhance health.
Benchmark: HE.8.C.1.2 Analyze the interrelationship between healthy/unhealthy behaviors and
the dimensions of health: physical, mental/emotional, social, and intellectual.
Clarification: Identify and describe the relationships between healthy behaviors and the
dimensions of health.
Performance Level Descriptor: To demonstrate proficiency, students will identify and describe
the relationships between healthy behaviors and the various dimensions of health.
Content Focus: Healthy behaviors and health dimensions
Content Limits: The relationships between healthy behaviors and the dimensions of health
should include, but are not limited to, the following:
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
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259
Intellectual
B.
Physical
*C.
Mental
D.
Social
260
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Benchmark: HE.8.C.1.3
Strand: Concepts
Standard: 1. Comprehend concepts related to health promotion and disease prevention to
enhance health.
Benchmark: HE.8.C.1.3 Predict how environmental factors affect personal health.
Clarification: Identify or describe environmental factors and how they affect health.
Performance Level Descriptor: To demonstrate proficiency, students will identify or describe
environmental factors that positively and negatively affect health.
Content Focus: Environmental health
Content Limits: Environmental factors should include, but are not limited to, the following:
Weather conditions
Temperature
Tobacco smoke
Daylight hours (exposure to sunlight)
Cleanliness of home
Access to parks, yards, or areas for fitness
Access to sidewalks or hazard-free roads for commuting
Environmental (green) factors: air quality, food quality, water quality
Geographic location (urban, suburban, rural, altitude)
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
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B.
C.
*D.
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Benchmark: HE.8.C.1.4
Strand: Concepts
Standard: 1. Comprehend concepts related to health promotion and disease prevention to
enhance health.
Benchmark: HE.8.C.1.4 Investigate strategies to reduce or prevent injuries and other
adolescent health problems.
Clarification: Identifies and describes strategies for reducing or preventing injuries and other
adolescent health problems.
Performance Level Descriptor: To demonstrate proficiency, students will identify and describe
strategies for reducing or preventing injuries and other adolescent health problems.
Content Focus: Strategies to protect health
Content Limits: Examples of strategies may include, but are not limited to, the following:
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
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Benchmark: HE.8.C.1.5
Strand: Concepts
Standard: 1. Comprehend concepts related to health promotion and disease prevention to
enhance health.
Benchmark: HE.8.C.1.5 Identify major chronic diseases that impact human body systems.
Clarification: Identify major chronic diseases of the human body.
Performance Level Descriptor: To demonstrate proficiency, students will identify major
chronic diseases of the human body.
Content Focus: Chronic diseases
Content Limits: The identification of chronic diseases of the human body should include, but
are not limited to, the following:
Cancer
Cardiovascular disease
Chronic obstructive pulmonary disease (bronchitis, asthma, emphysema)
Diabetes
Blood disease (hemophilia, anemia, sickle cell anemia)
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
Illustrations, photos, short phrases, or single words that do not identify major chronic
diseases referenced in the stem
Illustrations, photos, short phrases, or single words showing or describing students
engaging in activities that do not match the behavior referenced in the stem
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265
Heart disease
B.
Diabetes
*C.
Asthma
D.
Cancer
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Benchmark: HE.8.C.1.6
Strand: Concepts
Standard: 1. Comprehend concepts related to health promotion and disease prevention to
enhance health.
Benchmark: HE.8.C.1.6 Analyze how appropriate health care can promote personal health.
Clarification: Identify or describe the ways that health care promotes personal health.
Performance Level Descriptor: To demonstrate proficiency, students will explain how health
care promotes personal health.
Content Focus: Health care promotes health
Content Limits: Appropriate health care should include, but is not limited to, the following:
Dental care
Vision care
Medical care (doctor, EMT, paramedic)
Mental health care
Hospital services
Counseling services
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
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267
Prevents cavities
B.
C.
D.
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Benchmark: HE.8.C.1.7
Strand: Concepts
Standard: 1. Comprehend concepts related to health promotion and disease prevention to
enhance health.
Benchmark: HE.8.C.1.7 Explore how heredity and family history can affect personal health.
Clarification: Identify or explain ways that heredity and family history has an impact on
personal health.
Performance Level Descriptor: To demonstrate proficiency, students will identify or explain
aspects of health that are impacted by heredity and family history.
Content Focus: Heredity, family history, and health
Content Limits: The identification of how heredity has an impact on personal health should
include, but is not limited to, the following:
Height
Weight
Disease (e.g., heart disease, diabetes, sickle-cell disease, mental disorders)
Longevity
Vision
Health behaviors (substance abuse, addictions, eating habits, exercise habits)
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
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269
B.
C.
*D.
Certain diseases are more likely to be present in the children due to genetics.
270
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Benchmark: HE.8.C.1.8
Strand: Concepts
Standard: 1. Comprehend concepts related to health promotion and disease prevention to
enhance health.
Benchmark: HE.8.C.1.8 Anticipate the likelihood of injury or illness if engaging in
unhealthy/risky behaviors.
Clarification: Identify or describe the likelihood that the results of unhealthy or risky behaviors
will be injury or illness.
Performance Level Descriptor: To demonstrate proficiency, students will be able to identify or
describe the likelihood that unhealthy/risky behaviors will result in injury or illness.
Content Focus: Unhealthy and risky behaviors
Content Limits: Unhealthy behaviors and their consequences should include, but are not
limited to, the following:
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
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271
Weak muscles
*B.
Lung disease
C.
Fatigue
D.
Obesity
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Benchmark: HE.8.C.2.1
Strand: Concepts
Standard: 2. Analyze the influence of family, peers, culture, media, technology, and other
factors on health behaviors.
Benchmark: HE.8.C.2.1 Assess the role of family health beliefs on the health of adolescents.
Clarification: Describe or explain how family beliefs influence adolescent health.
Performance Level Descriptor: To demonstrate proficiency, students will describe or explain
how family beliefs influences personal health.
Content Focus: Family beliefs
Content Limits: Family beliefs should include, but are not limited to, the following:
Family rules
Family exercise/physical activity
Family meals
Family routines/structure
Family chores
Family values and beliefs
Family cultures
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
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B.
*C.
D.
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Benchmark: HE.8.C.2.2
Strand: Concepts
Standard: 2. Analyze the influence of family, peers, culture, media, technology, and other
factors on health behaviors.
Benchmark: HE.8.C.2.2 Assess how the health beliefs of peers may influence adolescent
health.
Clarification: Identify and describe how peers influence adolescent health.
Performance Level Descriptor: To demonstrate proficiency, students will identify and describe
how peers influence personal health.
Content Focus: Peer influence
Content Limits: Peer influences should include, but are not limited to, the following:
Smoking
Drug use
Alcohol use
Peer pressure
Sports/Exercise
Food choices
School performance
Social/sexual behaviors
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
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275
B.
*C.
D.
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Benchmark: HE.8.C.2.3
Strand: Concepts
Standard: 2. Analyze the influence of family, peers, culture, media, technology, and other
factors on health behaviors.
Benchmark: HE.8.C.2.3 Analyze how the school and community may influence adolescent
health.
Clarification: Identify or describe types of health information conveyed to students by the
school and community and explain how that information may have an impact on adolescent
health.
Performance Level Descriptor: To demonstrate proficiency, students will identify or describe
types of health information conveyed to students by the school and community and explain how
that information may have an impact on adolescent health.
Content Focus: Health information
Content Limits: Health information should include, but is not limited to, the following:
First aid/CPR
Substance abuse education
Nutrition education
Hygiene rules (e.g., wash hands, throw out used tissues)
Weather safety (e.g., storm alerts, temperature)
Sports/exercise information
Social information/opportunities
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
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B.
*C.
D.
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Benchmark: HE.8.C.2.4
Strand: Concepts
Standard: 2. Analyze the influence of family, peers, culture, media, technology, and other
factors on health behaviors.
Benchmark: HE.8.C.2.4 Critique school and public health policies that influence health
promotion and disease prevention.
Clarification: Analyze school and public health policies that influence health promotion and
disease prevention.
Performance Level Descriptor: To demonstrate proficiency, students will analyze school and
public health policies that influence health promotion and disease prevention.
Content Focus: Policies that influence health
Content Limits: Examples of policies should include, but are not limited to, the following:
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279
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Benchmark: HE.8.C.2.5
Strand: Concepts
Standard: 2. Analyze the influence of family, peers, culture, media, technology, and other
factors on health behaviors.
Benchmark: HE.8.C.2.5 Research marketing strategies behind health-related media
messages.
Clarification: Demonstrate an understanding of how to research marketing strategies that are
used to influence the public in health-related media messages.
Performance Level Descriptor: To demonstrate proficiency, students will demonstrate an
understanding of how to research marketing strategies are used to influence the public in
health-related media messages.
Content Focus: Marketing strategies
Content Limits: Examples of marketing strategies used to influence the public include, but are
not limited to, the following:
Performance Task
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None
Setup:
Prompt:
Say: Describe two ways to use a marketing strategy for good skin care for a teenage
population.
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Benchmark: HE.8.C.2.6
Strand: Concepts
Standard: 2. Analyze the influence of family, peers, culture, media, technology, and other
factors on health behaviors.
Benchmark: HE.8.C.2.6 Analyze the influence of technology on personal and family health.
Clarification: Identify and describe ways that technology influences personal and family health.
Performance Level Descriptor: To demonstrate proficiency, students will identify and describe
ways that technology influences personal and family health.
Content Focus: Influence of technology on health
Content Limits: The influence of technology on health should include, but is not limited to, the
following:
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Benchmark: HE.8.C.2.7
Strand: Concepts
Standard: 2. Analyze the influence of family, peers, culture, media, technology, and other
factors on health behaviors.
Benchmark: HE.8.C.2.7 Describe the influence of culture on health beliefs, practices, and
behaviors.
Clarification: Identify and describe the influence of culture on health beliefs, practices, and
behaviors.
Performance Level Descriptor: To demonstrate proficiency, students will identify and describe
the various influences of culture on health beliefs, practices, and behaviors.
Content Focus: Influence of culture
Content Limits: Influences of culture on health should include, but are not limited to, the
following:
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
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285
C.
D.
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Benchmark: HE.8.C.2.8
Strand: Concepts
Standard: 2. Analyze the influence of family, peers, culture, media, technology, and other
factors on health behaviors.
Benchmark: HE.8.C.2.8 Explain how the perceptions of norms influence healthy and unhealthy
behaviors.
Clarification: Identify and explain how the perceptions of norms affect decisions to engage in
healthy and unhealthy behaviors.
Performance Level Descriptor: To demonstrate proficiency, students will identify and explain
ways that the perceptions of norms affect decisions to engage in healthy and unhealthy
behaviors.
Content Focus: Norms and healthy behaviors
Content Limits: Norms that have an impact on personal health should include, but are not
limited to, the following:
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
Illustrations, photos, short phrases, or single words that do not match the social norms
referenced in the stem
Illustrations, photos, short phrases, or single words describing social norms or students
engaging in activities that do not match the behavior referenced in the stem
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287
B.
*C.
D.
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Standard: HE.8.C.2.9
Strand: Concepts
Standard: 2. Examine how the school and community may influence the health behaviors of
adolescents.
Benchmark: HE.8.C.2.9 Explain the influence of personal values, attitudes and beliefs about
individual health practices and behaviors.
Clarification: Describe influence of personal feelings on health.
Performance Level Descriptor: To demonstrate proficiency, students will describe ways that
ones personal belief system may impact or influence their health habits and routines.
Content Focus: Health behaviors
Content Limits: Topics may include, but are not limited to, the following:
Hygiene
Environmental health
Physical/social health and fitness
Mental/emotional health
Nutrition
Vaccinations
Safety
Substance abuse
Sexually transmitted infections
Bullying
Family health and heredity
Communicable diseases/illnesses
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
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Benchmark: HE.8.P.7.1
Strand: Promotion
Standard: 7. Demonstrate the ability to practice advocacy, health-enhancing behaviors, and
avoidance or reduction of health risks for oneself.
Benchmark: HE.8.P.7.1 Assess the importance of assuming responsibility for personal health
behaviors, including sexual behavior.
Clarification: Identify and describe the reasons it is important for an individual to assume
responsibility for his or her own personal health and health-related behaviors.
Performance Level Descriptor: To demonstrate proficiency, students will identify and describe
the reasons it is important for an individual to assume responsibility for his or her own personal
health and health-related behaviors.
Content Focus: Responsibility for health behaviors
Content Limits: Personal health behaviors should include, but are not limited to, the following:
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
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B.
*C.
D.
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Benchmark: HE.8.P.7.2
Strand: Promotion
Standard: 7. Demonstrate the ability to practice advocacy, health-enhancing behaviors, and
avoidance or reduction of health risks for oneself.
Benchmark: HE.8.P.7.2 Apply healthy practices and behaviors that will maintain or improve
personal health and reduce health risks.
Clarification: Identify and describe healthy practices and behaviors that maintain or improve
personal health and reduce health risks.
Performance Level Descriptor: To demonstrate proficiency, students will identify and describe
healthy practices and behaviors that maintain or improve personal health and reduce health
risks.
Content Focus: Healthy practices and behaviors
Content Limits: The identification of healthy practices and behaviors should include, but are
not limited to, the following:
Multiple Choice
Short Constructed Response
Extended Constructed Response
Multiple-Choice Attributes:
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B.
C.
D.
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Benchmark: HE.8.P.8.1
Strand: Promotion
Standard: 8. Demonstrate the ability to advocate for individual, peer, school, family, and
community health.
Benchmark: HE.8.P.8.1 Promote positive health choices with the influence and support of
others.
Clarification: Demonstrate how to promote healthy choices with the support of others.
Performance Level Descriptor: To demonstrate proficiency, students will demonstrate ways to
promote positive health choices and decisions.
Content Focus: Promote healthy choices
Content Limits: Ways to promote healthy choices should include, but are not limited to, the
following:
Performance Task
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295
None
Setup:
Prompt:
Say: Describe or show me two ways to promote conflict resolution strategies among
friends.
Say: You may tell me or demonstrate ways to resolve a conflict between two friends.
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Benchmark: HE.8.P.8.2
Strand: Promotion
Standard: 8. Demonstrate the ability to advocate for individual, peer, school, family, and
community health.
Benchmark: HE.8.P.8.2 Justify a health-enhancing position on a topic and support it with
accurate information.
Clarification: Describe a position on a given topic and how to support that choice with accurate
information
Performance Level Descriptor: To demonstrate proficiency, students will identify a healthenhancing position on a topic and describe ways to support that position with accurate
information.
Content Focus: Justify a position
Content Limits: Health-enhancing positions should include, but are not limited to, the following:
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Benchmark: HE.8.P.8.3
Strand: Promotion
Standard: 8. Demonstrate the ability to advocate for individual, peer, school, family, and
community health.
Benchmark: HE.8.P.8.3 Work cooperatively to advocate for healthy individuals, peers, families,
and schools.
Clarification: Describe ways to work with others to advocate for healthy individuals.
Performance Level Descriptor: To demonstrate proficiency, students will describe ways to
work with others to advocate for improving the health of individuals.
Content Focus: Advocating health
Content Limits: Ways to advocate for healthy individuals should include, but are not limited to,
the following types of topics:
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Benchmark: HE.8.P.8.4
Strand: Promotion
Standard: 8. Demonstrate the ability to advocate for individual, peer, school, family, and
community health.
Benchmark: HE.8.P.8.4 Evaluate ways health messages and communication techniques can
be targeted for different audiences.
Clarification: Identify and describe ways that health messages and communication techniques
are targeted for different audiences.
Performance Level Descriptor: To demonstrate proficiency, students will identify and describe
ways that health messages and communication techniques are targeted for different audiences.
Content Focus: Health messages
Content Limits: Health messages and communication techniques should include, but are not
limited to, the following:
Advertisements: people (e.g., movie stars, cartoon characters, athletes), clothing style,
music style
Media campaigns
Health fairs
Action committees
Multiple Choice
Short Constructed Response
Multiple-Choice Attributes:
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Teenagers
B.
Elementary kids
C.
Professional actors
D.
Working professionals
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