Health Literacy Project Rubric
The final project can stay private, become a short share-out, or turn into a poster, comic, talk, drawing, letter, or other accessible format. The goal is honest health literacy, not perfect performance.
Use this page with Weeks 15-18, the Health Checkpoint, and the Learner Self-Assessment.
Honest Health Literacy Project Checklist
Before presenting or sharing, check:
- I clearly described the health topic, question, routine, safety issue, message, or community need.
- I explained who my audience is.
- I stated what I want my audience to understand, consider, or do.
- I separated facts, opinions, feelings, claims, advice, ads, and questions.
- I used reliable evidence, examples, observations, or sources to support my claims.
- I explained when someone should ask a trusted adult or qualified helper.
- I avoided diagnosing, treating, prescribing, shaming, scaring, exaggerating, or hiding important context.
- I used body-neutral and access-aware language.
- I considered more than one perspective, body, family, culture, ability, or access situation.
- I gave credit for outside facts, images, quotes, ideas, data, sources, or AI help.
- I made my presentation readable and accessible for my audience.
- I can answer questions respectfully and revise my idea if needed.
Project Rubric
| Category | Beginning | Developing | Secure | Extending |
|---|---|---|---|---|
| Health topic or question clarity | The topic is hard to follow or too broad | The topic is present but needs support to stay focused | The topic or question is clear and easy to follow | The topic is clear, focused, and thoughtfully framed for the audience |
| Audience understanding | The audience is missing or unclear | The audience is named with support | The audience is named and the message mostly fits them | The message clearly fits the audience's needs, age, and context |
| Evidence, source quality, and accuracy | Shares ideas with little support | Uses one example, observation, or source with support | Uses reliable evidence, observation, or source material accurately | Compares sources, explains limits, or adds careful context |
| Safe help-seeking and trusted-resource reasoning | Leaves out when to get help | Names a helper with support | Explains when a trusted adult or qualified helper should be involved | Explains why different situations need different helpers or sources |
| Health message analysis and influence awareness | Misses the main claim or influence | Names a claim or influence with support | Separates claim, ad, advice, or opinion and notices influence | Explains how sponsorship, fear, shame, filters, or AI may shape the message |
| Body-neutral, privacy-safe, and access-aware communication | Uses judgmental or overly personal wording | Revises some wording with support | Uses respectful, body-neutral, privacy-safe language | Includes thoughtful examples showing different bodies, families, or access situations |
| Ethical communication and non-exaggeration | Overstates, scares, or gives advice too strongly | Adds some caution or balance with support | Communicates honestly without exaggeration or personal medical advice | Anticipates misunderstandings and adds helpful context or boundaries |
| Attribution and AI-use transparency | Does not name where ideas or media came from | Gives partial credit with support | Gives credit for sources, images, ideas, and AI help if used | Explains clearly how sources or AI helped and what was checked afterward |
| Accessibility and presentation design | The project is hard to read, hear, or follow | Some access features are present with support | The project is readable, clear, and usable for the audience | The project includes thoughtful accessibility choices such as visuals, spacing, captions, or alternative formats |
| Reflection and revision | Shows little reflection or revision | Adds reflection or revision with support | Reflects on learning and makes at least one useful revision | Explains what changed, why it changed, and what could improve next time |