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*
* |
| [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* |
|
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] |
|
· · |
| [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
©2023 Walden University 6
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.
©2023 Walden University 7
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
©2023 Walden University 8
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.
