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Tests

It is imperative that teachers determine the level of student understanding of the material presented so that they will know which topics need to be reviewed or taught in a different way. There are many ways to do this. Teachers need to keep in mind that any "tests" developed to be used with this curriculum should focus on the information necessary for students to lead a happy and healthy life. It's helpful to think in terms of identifying which information will help students cope with the changes of puberty successfully and be as socially acceptable as possible.

The following are examples of tests that can be used with this curriculum. Tests labeled Level A are for students who are nonverbal, language impaired or have low cognitive ability. The Level B tests are for students who are mildly handicapped, who can read or have the test read to them, and are able to write the answers or answer the questions orally. It is recommended that students not be graded because a low or even average grade could have a negative impact on a student's self-esteem. These tests were developed to serve as a means of determining whether or not a student understands and can apply the important information in this program. Student errors should be used to determine which material needs further clarification.

Girls Level A

For students who are nonverbal, language impaired or have low cognitive ability.

Part I. Identification

Materials:  Girls' Picture Cards #4, 9, 11, 13, 14, 15, 16, 17, 25 and worksheet #4

Directions:  Students will identify by pointing or using another communication strategy.

  1. Point to the girl's body parts that are private. (P.C.#9)
  2. Which part of the body should this girl (worksheet #4) put her deodorant on? (P.C.#4)
  3. Point to the places a girl grows hair during puberty. (worksheet #4)
  4. Point to the girls' breasts. (P.C. #13, or #25)
  5. Point to the bra. (P.C.#11)
  6. Point to the urethra, vagina and anus (P.C.#14)
  7. Point to where juice goes when a girl drinks. (P.C.#15)
  8. Point to where food goes when a girl eats. (P.C.#16)
  9. Point to the uterus, ovaries and vagina. (P.C. #17)
  10. Point to where the blood comes out when a girl has her period. (P.C. #17)

Part II. Identification of Objects by Use

Materials: shoe box, purse, brush, trash can, toilet paper, pad, bra, underpants, deodorant, toothbrush and toothpaste, kleenex, soap, and face cloth

Directions: Lay the materials on a table in front of the student. Read the statement and have the student point to the correct object.

  1. Where should a girl throw her used pad?
  2. What does a girl put on her underarms to keep herself smelling good?
  3. What does a girl use to keep her hair looking nice?
  4. What does a girl wear when her breasts begin to grow?
  5. What does a girl wear when she has her period?
  6. Where should a girl keep her pads at school?
  7. What does a girl wrap her used pad in before she throws it into the trash?
  8. What does a girl use to clean her nose?
  9. What does a girl use to keep her face clean?

Part III. Making Decisions

Materials: None

Directions: Students answer yes or no to the following statements.

  1. Is it OK for a stranger to touch a girl's breasts?
  2. Does a doctor check the vulva?
  3. Is it OK for a girl to touch her vulva when she is in the classroom?
  4. Is it OK for a girl to rub her vulva when she is alone in her bedroom?
  5. Should a girl let her cousin touch her breasts and vulva?
  6. Should a girl tell someone if her vulva itches?
  7. Should a girl tell her mother (or someone else she trusts) if someone touches her breasts or vulva?

Part IV. Observation

Materials: None

Directions: As the student shows mastery of this unit of instruction by demonstrating the following behaviors, check off each statement below.

  1. Demonstrates socially acceptable personal hygiene.
  2. Keeps private body parts covered in public.
  3. Keeps private clothing private.
  4. Keeps menstrual hygiene and hygiene products private.
  5. Does not touch private body parts in public.
  6. Does not masturbate in public.

Boys Level A

For students who are nonverbal, language impaired, or have low cognitive ability.

Part I. Identification

Materials: Boys' Picture Cards #4, 5, 8, 10, 12, 13, 14, 15, and worksheet #4

Directions: Students will identify by pointing or using another communication strategy.

  1. Point to the boy's body parts that are private. (P.C.#12)
  2. Which part of the body should this boy (worksheet #4) put his deodorant on? (P.C.#8)
  3. Point to the places a boy grows hair during puberty. (worksheet #4)
  4. Point to part of the body that grows to make a man's voice get deeper. (P.C.#4)
  5. Point to the part of the body that men shave. (P.C.#5)
  6. Point to the penis, scrotum and testicles. (P.C.#15)
  7. Point to where juice goes when a boy drinks. (P.C. #13)
  8. Point to where the semen comes out during a wet dream. (P.C. #15)
  9. Point to where food goes when a boy eats. (P.C.#14)
  10. Point to the boy who feels sad and the one who is mad. (P.C. #10)

Part II. Identification of Objects by Use

Materials: shoe box, brush, trash can, toilet paper, deodorant, toothbrush and toothpaste, kleenex, soap, face cloth, electric razor, dental floss, mouthwash, shampoo, napkin, nail brush

Directions: Lay the materials on a table in front of the student. Read the statement and have the student point to the correct object.

  1. What does a teenager use to shave with?
  2. What does a boy put on his underarms to keep himself smelling good?
  3. What does a boy use to keep his hair looking nice?
  4. What does a boy use to keep his nails clean?
  5. What does a boy use to wipe his face at lunch?
  6. What does a boy use to keep his breath smelling good?
  7. What does a boy use to clean his nose?
  8. What does a boy use to keep his face clean?

Part III. Making Decisions

Materials: None

Directions: Students answer yes or no to the following statements.

  1. Is it OK for a stranger to touch a boy's penis?
  2. Does a doctor check the penis?
  3. Is it OK for a boy to touch his penis when he is in the classroom?
  4. Is it OK for a boy to rub his penis when he in alone in his bedroom?
  5. Should a boy let his cousin touch his penis?
  6. Should a boy tell someone if his scrotum is sore?
  7. Should a boy tell his mother (or someone else he trusts) if someone touches his penis or buttocks?

Part IV. Observation

Materials: None

Directions: As the student shows mastery of this unit of instruction by demonstrating the following behaviors, check off each statement below.

  1. Demonstrates socially acceptable personal hygiene.
  2. Keeps private body parts covered in public.
  3. Keeps private clothing private.
  4. Keeps erections private.
  5. Does not touch private body parts in public.
  6. Does not masturbate in public.

Girls Level B

For students identified as mildly handicapped, who can read or who can have the test read to them, and are able to write the answers or answer the questions orally.

Part I. Multiple Choice

Directions: Circle the correct answer.

  1. How often should a girl take a shower and put on deodorant?
    1. once a week
    2. once a day
    3. 2 times a day
    4. 3 times a day
  2. During puberty, teens may get pimples because the skin is more
    1. oily
    2. wet
    3. dry
    4. dirty
  3. During puberty, pubic hair grows on the
    1. legs
    2. chest
    3. armpits
    4. vulva
  4. What are the 3 private parts of a girl's body?
    1. breasts, chest and thighs
    2. breasts, vulva and buttocks
    3. breasts, belly button and vulva
    4. breasts, buttocks and chest
  5. When a girl goes to the bathroom, the urine (pee) goes out of the bladder and comes out of the body through the
    1. anus
    2. vagina
    3. urethra
    4. belly button
  6. The BM comes out of the body through the
    1. anus
    2. vagina
    3. urethra
    4. belly button
  7. How often does 1 egg come out of the ovary?
    1. once a year
    2. once a month
    3. once a day
    4. once a week
  8. During a girl's period what comes out of the vagina?
    1. blood
    2. water
    3. urine
  9. When a woman is pregnant the baby grows in the
    1. stomach
    2. chest
    3. uterus
    4. intestines
  10. When a girl has her period she needs to
    1. stay home
    2. douche
    3. wear a pad or a tampon
  11. After a girl wraps her used pad in toilet paper, she should
    1. throw it in the toilet
    2. put it in her purse
    3. throw it in the classroom trash can
    4. throw it in the bathroom trash can
  12. How many pads or tampons should a girl bring to school when she has her period?
    1. 2 or 3
    2. 1
    3. 10
  13. A girl should change a tampon
    1. once a day
    2. every hour
    3. every three or four hours
  14. Which of the following problems does a girl need to tell her parents about so that they can call the doctor?
    1. She feels pain or burning when she goes to the bathroom.
    2. She sees blood in the BM.
    3. She hasn't had her period for a few months.
    4. Her vulva is itchy and feels sore.
    5. All of these problems should be reported.

Part II. Private vs Public

Directions: Using the signs made in Lesson Plan 7, Procedure 2, students can point to the correct picture or they can write the letter (P) on the line next to the statements which describe an activity that is private.

  1. changing a pad
  2. getting dressed
  3. watching TV
  4. talking about using the bathroom
  5. taking a shower
  6. masturbating
  7. looking at magazines
  8. tying her shoes
  9. putting on a bra
  10. talking about cramps

Part III. Thinking and Making Decisions

Directions: Have students describe what each of these girls should do.

  1. A girl wants to think about sexy things and touch her vulva. Where should she go to do this?
  2. A girl comes to school dirty, with oily hair, bad breath and bad body odor. What should she do to take care of herself so that others will like being around her?
  3. A girl's vulva is itchy and she has a discharge from her vagina. What should she do?
  4. A girl is visiting her relatives and an older cousin says he has a secret for her. He moves closer and then tries to touch the girl's breasts. What should she do?
  5. A girl is sitting in class and it feels like her period starts. What should she do?

Part IV. Optional

If appropriate, Test A Part IV. - Observation can be used.

Boys Level B

For students identified as mildly handicapped, who can read or who can have the test read to them, and are able to write the answers or answer the questions orally.

Part I. Multiple Choice

Directions: Circle the correct answer

  1. How often should a boy take a shower and put on deodorant?
    1. once a week
    2. once a day
    3. 2 times a day
    4. 3 times a day
  2. When the voice box grows during puberty what happens to a boy's voice? It gets
    1. louder
    2. higher
    3. deeper
    4. softer
  3. During puberty teens may get pimples because the skin is more
    1. oily
    2. wet
    3. dry
    4. dirty
  4. During puberty, pubic hair grows on the
    1. legs
    2. chest
    3. armpits
    4. penis and scrotum
  5. What are the 2 private parts of a boy's body?
    1. chest and thighs
    2. penis and buttocks
    3. belly button and penis
    4. buttocks and chest
  6. When a boy goes to the bathroom the urine (pee) goes out of the bladder and comes out of the body through the
    1. anus
    2. scrotum
    3. penis
    4. belly button
  7. The BM comes out of the body through the
    1. anus
    2. scrotum
    3. penis
    4. belly button
  8. The sack behind the penis is called the
    1. scrotum
    2. bag
    3. balls
    4. jockstrap
  9. Inside the scrotum are two hard things. They are called
    1. rocks
    2. sperm
    3. testicles
  10. During a wet dream what squirts out of the penis?
    1. urine
    2. blood
    3. water
    4. semen
  11. Which of the following problems does a boy need to tell his parents about so that they can call the doctor?
    1. He feels pain and burning when he goes to the bathroom.
    2. He sees blood in the BM.
    3. He has a sore on his penis and one on his scrotum.
    4. His scrotum feels sore.
    5. All of these problems should be reported.

Part II. Private vs. Public

Directions: Using the signs made in Lesson Plan 9, Procedure 2, students can point to the correct picture or they can write the letter (P) on the line next to the statements which describe an activity that is private.

  1. eating lunch
  2. getting dressed
  3. watching TV
  4. talking about using the bathroom
  5. taking a shower
  6. masturbating
  7. looking at magazines
  8. tying his shoes
  9. putting on a jock strap
  10. talking about wet dreams

Part III. Thinking and Making Decisions

Directions: Have students describe what each of these boys should do.

  1. A boy wants to think about sexy things and touch his penis. Where should he go to do this?
  2. A boy comes to school dirty, with oily hair, bad breath and bad body odor. What should he do to take care of himself so that others will like being around him?
  3. A boy's scrotum feels sore. What should he do?
  4. A boy is in the restroom at school. A really cool 9th-grade student he knows comes in the restroom and gets really close to him and starts talking about how good it feels to have someone rub his penis. Then he begins to try to touch the boy's penis. What should the boy do?
  5. A boy wakes up and finds white sticky stuff on his pajamas. What happened? What should he do?

Part IV. Optional

If appropriate, Test A, Part IV. - Observation can be used.

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