Performance Task: Evaluating the Dietary Guidelines for Americans
Scenario: You will act in a consultancy role for the U.S. Department of Agriculture (USDA), undertaking an evaluation of the Dietary Guidelines for Americans.
Click each of the items below to reveal the assessment requirements.
Part 1 – Reviewing the Dietary Guidelines for Americans
Your first task in the evaluation is to review the current Dietary Guidelines for Americans. Select a specific key recommendation within the guidelines, and identify scientific evidence used to inform the chosen guideline/key recommendation. At this stage, you are not looking for new scientific evidence, rather you are reviewing the existing research used to support and inform a specific key recommendation within the current guidelines.
Complete Part 1 of the template provided, ensuring you:
- Select and describe a key recommendation within the current guidelines and the reason for your choice.
- Identify three (3) resources cited in the current guidelines that include supporting scientific evidence used to inform the selected guideline/key recommendation.
- Resources should be of varied research type from peer-reviewed journals (e.g., observational research, epidemiological research, randomized controlled trial).
- Provide references using full APA formatting.
- In your own words, explain how each resource informed the selected guideline/key recommendation.
Part 2 – Recommendations for an Updated Guideline
It is important that the Dietary Guidelines for Americans undergo evaluation to include the most up-to-date information. Your next task is to make recommendations for an updated edition of the guideline/key recommendation by finding up-to-date, supporting, and/or contrasting scientific evidence. Through your research, you may find scientific evidence to strengthen or weaken the current guideline/key recommendation. To prepare for reporting back to the USDA Dietary Guidelines Committee, you will critically analyze the resources you find to inform your recommendations.
Complete Part 2 of the template provided, ensuring you:
- Identify three (3) resources (dated within the past 5 years of the publication date of the current guidelines) that provide more recent scientific evidence to inform the guideline/key recommendation.
- Resources should be of varied research type from peer-reviewed journals (e.g., observational research, epidemiological research, randomized controlled trial).
- Provide references using full APA formatting.
- In your own words, explain how each resource either strengthens or weakens the current guideline/key recommendation.
- Consider:
- Common themes and/or differences found within the recent scientific evidence
- If the wording or intent of the selected guideline/key recommendation should be changed
Part 3 – Application of the Guideline
Your final task is to consider how you may apply your findings to a specific setting, such as home, school, workplace, community, or retail operation. Following your learning from Part 1 and Part 2, you will determine how the guideline/key recommendation might be applied in a setting familiar to you and the ways in which you might influence policy to help others meet this in practice.
Complete Part 3 of the template provided, ensuring you:
- Select a specific setting to focus on. Describe your chosen setting and the reason for your choice.
- In the home
- In schools
- In the workplace
- In the community
- In retail operations
- Recommend three (3) ways to influence policy in your selected setting to help people meet the guideline/key recommendation.
- Propose educational opportunities that could help people in your selected setting understand the guideline/key recommendation.
NU4001: Evaluation Template
Dietary Guidelines for Americans
Complete PART 1, PART 2 and PART 3 below.
Enter your responses in the [square bracket text fields] provided.
PART 1 – Reviewing the Dietary Guidelines for Americans
|
Scientific research and evidence used to inform the CURRENT guideline/key recommendation* * Note: You are finding scientific evidence to support a specific key recommendation within the guidelines. |
| [Description of the selected key recommendation within the guidelines and the reason for your choice] |
|
Resource 1 |
| [APA reference for the resource] |
| [Define the research type – e.g. observational research, epidemiological research, randomized controlled trial] |
| [Explain how the resource informs the selected guideline/key recommendation] |
|
Resource 2 |
| [APA reference for the resource] |
| [Define the research type – e.g. observational research, epidemiological research, randomized controlled trial] |
| [Explain how the resource informs the selected guideline/key recommendation] |
|
Resource 3 |
| [APA reference for the resource] |
| [Define the research type – e.g. observational research, epidemiological research, randomized controlled trial] |
| [Explain how the resource informs the selected guideline/key recommendation] |
PART 2 – Recommendations for an Updated Guideline
|
RECENT scientific evidence used to inform an UPDATED guideline/key recommendation* * Note: You are finding and analyzing up to date scientific evidence to support a specific key recommendation within the guidelines. |
|
Resource 1 |
| [APA reference for the resource] |
| [Define the research type – e.g. observational research, epidemiological research, randomized controlled trial] |
| [Explain how the resource either strengthens or weakens the current guideline/key recommendation] |
|
Resource 2 |
| [APA reference for the resource] |
| [Define the research type – e.g. observational research, epidemiological research, randomized controlled trial] |
| [Explain how the resource either strengthens or weakens the current guideline/key recommendation] |
|
Resource 3 |
| [APA reference for the resource] |
| [Define the research type – e.g. observational research, epidemiological research, randomized controlled trial] |
| [Explain how the resource either strengthens or weakens the current guideline/key recommendation] |
|
Consider: · Common themes and/or differences found within the recent scientific evidence · If the wording or intent of the selected guideline/key recommendation should be changed |
|
[Insert your response here] |
PART 3 – Application of the Guideline
|
Application of the guideline/key recommendation in a chosen setting |
| [Describe your chosen setting and the reason for your choice] |
|
· Recommend three (3) ways to influence policy in your selected setting to help people meet the guideline/key recommendation. · Propose educational opportunities that could help people in your selected setting understand the guideline/key recommendation. |
| [Insert your response here] |
©2023 Walden University 1
NU4001: Nutrition Guidelines – Evaluate the U.S. Government's Evidence-Based Nutrition Guidelines
Assessment Rubric
0 Not Present
1 Needs Improvement
2 Meets Expectations
Module 1: Introduction to the Dietary Guidelines for Americans
Describe the selected key recommendation within the current guidelines and the reason for your choice.
Learning Objective 1.1 – Describe your chosen guideline/key recommendation.
Response is not present. Response includes an inaccurate, incomplete, and inappropriate description of the selected key recommendation within the current guidelines and/or does not include the reason for your choice.
Response includes an accurate, complete and appropriate description of the selected key recommendation within the current guidelines and the reason for your choice.
Identify three (3) resources cited in the current guidelines that include supporting scientific evidence used to inform the selected key recommendation.
Learning Objective 1.2 – Identify resources cited within the current guidelines to inform the selected guideline/key recommendation.
Response is not present. Response includes less than (3) resources cited in the current guidelines that include supporting scientific evidence used to inform the selected guideline/key recommendation.
Response includes three (3) resources cited in the current guidelines that include supporting scientific evidence used to inform the selected guideline/key recommendation.
The three resources should be of varied research type from peer- reviewed journals (e.g. observational research, epidemiological research, randomized controlled trial).
Response is not present. Response includes resources which are not of varied research type from peer-reviewed journals.
Response includes resources which are of varied research type from peer-reviewed journals.
©2023 Walden University 2
0 Not Present
1 Needs Improvement
2 Meets Expectations
Learning Objective 1.3 – Identify resources of varied research type.
Provide references using full APA formatting. Learning Objective 1.4 – Provide references using full APA formatting.
APA formatting is not present. Resources are not formatted according to APA style. Major errors in APA style impede understanding and/or violate standards for academic integrity.
Resources are formatted according to APA style. Minor errors in APA style do not impede understanding or violate standards for academic integrity.
In your own words, explain how each resource informs the selected guideline/key recommendation. Learning Objective 1.5 – Explain how resources inform the current guideline/key recommendation.
Response is not present. Response includes an inaccurate, incomplete, and inappropriate explanation of how each resource informs the selected guideline/key recommendation.
Response includes accurate, complete, and appropriate explanations of how each resource informs the selected guideline/key recommendation.
Module 2: Scientific evidence base behind the guidelines
Identify three (3) resources (dated within the past five years of the publication date of the current guidelines) that provide more recent scientific evidence to inform the guideline/key recommendation. Learning Objective 2.1 – Identify resources which provide more recent scientific evidence to inform the guidelines/key recommendation.
Response is not present. Response includes less than three (3) resources which provide more recent scientific evidence to inform the guideline/key recommendation.
Response includes three (3) resources which provide more recent scientific evidence to inform the guideline/key recommendation.
©2023 Walden University 3
0 Not Present
1 Needs Improvement
2 Meets Expectations
The three resources should be of varied research type from peer- reviewed journals (e.g. observational research, epidemiological research, randomized controlled trial).
Learning Objective 2.3 – Identify resources of varied research type.
Response is not present. Response includes resources which are not of varied research type from peer-reviewed journals.
Response includes resources which are of varied research type from peer-reviewed journals.
Provide references using full APA formatting. Learning Objective 2.3 – Provide references using full APA formatting.
APA formatting is not present. Resources are not formatted according to APA style. Major errors in APA style impede understanding and/or violate standards for academic integrity.
Resources are formatted according to APA style. Minor errors in APA style do not impede understanding or violate standards for academic integrity.
In your own words explain how each resource either strengthens or weakens the current guideline/key recommendation. Learning Objective 2.4 – Explain how resources either strengthen or weaken the current guideline/key recommendation.
Response is not present. Response includes an inaccurate, incomplete, and inappropriate explanation of how resources either strengthen or weaken the current guideline/key recommendation.
Response includes accurate, complete and appropriate explanations of how resources either strengthen or weaken the current guideline/key recommendation.
Analyze the common themes and/or differences found within the recent scientific evidence. Learning Objective 2.5 – Analyze the common themes and/or
Response is not present. Response includes an inaccurate, incomplete, and inappropriate analysis of the common themes and/or differences found within the recent scientific evidence.
Response includes an accurate, complete and appropriate analysis of the common themes and/or differences found within the recent scientific evidence.
©2023 Walden University 4
0 Not Present
1 Needs Improvement
2 Meets Expectations
differences of recent evidence- based research.
Explain if the wording or intent of the selected guideline/key recommendation should be changed. Learning Objective 2.7 – Recommend if changes are needed to the wording or intent of the selected guideline/key recommendation.
Response is not present. Response includes an inaccurate, incomplete, and inappropriate explanation of if the wording or intent of the selected guideline/key recommendation should be updated.
Response includes an accurate, complete and appropriate explanation of if the wording or intent of the selected guideline/key recommendation should be updated.
Module 3: How the Guidelines Inform Policy
Describe your chosen setting and the reason for your choice. Learning Objective 3.1 – Describe your chosen setting.
Response is not present. Response includes an inaccurate, incomplete, and inappropriate description of the selected setting and/or does not include the reason for your choice.
Response includes an accurate, complete and appropriate description of the selected setting and the reason for your choice.
Recommend three (3) ways to influence policy in your selected setting to help people meet the guideline/key recommendation. Learning Objective 3.2 – Recommend ways to influence policy in your chosen setting.
Response is not present. Response includes three (3) inaccurate, incomplete, and inappropriate recommendations of ways to influence policy in your chosen setting.
Response includes three (3) accurate, complete and appropriate recommendations of ways to influence policy in your chosen setting.
Propose educational opportunities that could help people in your selected setting understand the guideline/key recommendation.
Response is not present. Response includes inaccurate, incomplete, and inappropriate proposals of educational opportunities for those within the specific setting.
Response includes accurate, complete and appropriate proposals of educational opportunities for those within the specific setting.
©2023 Walden University 5
0 Not Present
1 Needs Improvement
2 Meets Expectations
Learning Objective 3.3 – Propose educational opportunities for those within the specific setting.
Mastery Rubric No Yes
Exceeds Expectations: Fully comprehend the Dietary Guidelines for Americans and Application Learning Objective: Synthesize scholarly information to demonstrate a thorough comprehension of the Dietary Guidelines for Americans and application of guidelines/key recommendations in practice to influence policy and educational opportunities within the chosen setting.
Assessment Response meets the minimum rubric requirements but does not meet the level of detail for mastery. One or more of the following areas are deficient: Selection and description of key recommendation, identification of 3 resources on the recommendation, explanation of the 3 resources, identification of 3 recent resources on the recommendation, explanation of how resources strengthen/weaken recommendation, selection of a setting, 3 recommendations to influence policy, description of educational opportunities. References and/or citations do not entirely follow APA guidelines and are not properly used in the assessment.
Yes, student achieved mastery by going above the minimum requirements to meet this competency. Assessment response included: Selection and description of key recommendation, identification of 3 resources on the recommendation, explanation of the 3 resources, identification of 3 recent resources on the recommendation, explanation of how resources strengthen/weaken recommendation, selection of a setting, 3 recommendations to influence policy, description of educational opportunities. In addition, the student identified and synthesized current, in- depth information from multiple, relevant research-based, credible health information sources to provide strong evidence of a comprehensive understanding and the skills needed to show how best practices are used to demonstrate a thorough comprehension of the guidelines and their application in practice to influence policy and educational opportunities within the chosen setting. References and citations
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follow APA formatting and are used effectively in the assessment.
Written Communication: Write with clarity, coherence, and purpose.
0 Not Present
1 Needs Improvement
2 Meets Expectations
LO1: Construct complete and correct sentences (AWE 2; Sentence Level Skills)
Sentences are incoherent and impede reader’s access to ideas.
Sentences are incomplete and/or include fragments and run-on sentences, limiting reader’s access to ideas.
Sentences structure effectively conveys meaning to the reader.
LO2: Demonstrate the effective use of grammar and mechanics. (AWE 2; Sentence Level Skills)
Multiple inaccuracies in grammar and mechanics impede reader’s access to ideas.
Some inaccuracies in grammar and mechanics limit reader’s access to ideas.
Use of grammar and mechanics is straightforward and effectively conveys meaning to reader.
LO3: Create cohesive paragraphs with a clear central idea. (AWE 2; Paragraph Level Skills)
Paragraphs, or lack of paragraphs, impede reader’s access to ideas.
Construction of main idea and/or supporting paragraphs limit reader’s access to ideas.
Main idea and/or supporting paragraphs effectively convey meaning to reader.
LO4: Use supporting material to support a claim. (AWE 2; Use of Evidence)
Supporting materials are not present.
Supporting material is used inconsistently or inappropriately.
Supporting material is used to enhance meaning. Writing is appropriately paraphrased and uses direct quotes as applicable.
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LO6: Identify sources (AWE 2; Credit to source)
Sources are missing. Writing inconsistently identifies or misrepresents sources.
Writing clearly identifies the source of nonoriginal material and/or ideas.
LO9: Use appropriate tone and vocabulary for a given audience. (Awe 3; Awareness of audience and discipline)
Vocabulary and tone are inappropriate for the audience.
Vocabulary and tone vary throughout the writing, limiting reader’s access to ideas.
Vocabulary and tone communicate key concepts that are appropriate for the audience.
LO10: Apply APA formatting and style guidelines. (AWE 3 awareness of audience and discipline and credit to source)
APA formatting and style are not present.
Writing inconsistently uses in-text citations and references. Major errors in APA style impede understanding and/or violate standards for academic integrity.
Writing uses in-text citations appropriately, includes references when applicable, and is formatted according to APA style. Minor errors in APA style do not impede understanding or violate standards for academic integrity.
Information Literacy: Apply strategies to evaluate information in order to effectively analyze issues and make decisions.
0 Not Present
1 Needs Improvement
2 Meets Expectations
LO1: Identify and locate credible sources.
No sources or non- credible sources are present.
Sources are inconsistently credible, appropriate, and relevant to the topic and/or assessment.
Sources are mostly credible, appropriate, and relevant to the topic and/or assessment.
LO2: Analyze information sources.
Analysis is not present. Analysis superficially applies aspects of sources that are most relevant to the topic and/or assessment and/or analysis is unclear.
Analysis thoroughly and clearly applies aspects of sources that are most relevant to the topic and/or assessment.
LO3: Synthesize information from multiple, credible sources.
Synthesis is not present. Synthesis demonstrates a vague connection between multiple sources and/or the topic.
Synthesis demonstrates a clear and cohesive connection between multiple sources and/or ideas to support a given topic.
Inquiry and Analysis: Apply strategies to identify, frame, and evaluate issues and problems. 0
Not Present 1
Needs Improvement 2
Meets Expectations
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LO1: Identify a problem or question in a selected area of study.
No problem or question is presented.
The problem or question is vague or inappropriate to the selected field of study.
The problem or question is clearly stated in a form appropriate to the selected field of study.
LO2: Use a logical organizing principle to identify the key parts or elements of a problem or question in a selected field of study.
Elements or parts of the problem or question are not presented.
Elements or parts of the problem or question are presented in a disorganized manner.
Elements or parts of the problem or question are presented in an organized manner.