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Equine Nutrition Assessment

Equine Nutrition Assessment

Julia L. Andrews

EDU 607: Assessing and Managing Learning

Dr. Michael Mallery Jr.

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Equine Nutrition Assessment

Part I: Standard

“The most effective teaching and the most meaningful student learning happen when

teachers design the right learning target for today’s lesson and use it along with their students to

aim for and assess understanding” (Moss & Brookhart, 2012, p. 9). The standard in Figure 1 is

part of an equine science curriculum. Part A identifies the knowledge, reasoning, skill, and

product learning targets for the North Carolina Career and Technical Education (NCCTE)

standard for equine nutrition. The Universal Design for Learning (UDL) provides an inclusive

learning environment that adjusts to the needs and abilities of all students. This flexible learning

environment presents information in multiple ways and allows the learner to demonstrate their

understanding in ways that best fits them. UDL provides multiple means of engagement,

representation, and action and expression (CAST, 2018). Using the principles UDL, Part B

converts the nutrition standard into statements easily understood by students.

Part A
Instructions: Identify the Knowledge,
Reasoning, Skill, and Product learning targets
underpinning the standard. Remember, not
all standards have all of these as
underpinnings.
Part B
Instructions: After deconstructing a standard,
decide which target statements students would
not understand. Convert these to language
students will understand by rephrasing them
as “I can” statements.

What knowledge or understanding is Knowledge or understanding student-

required to become competent on this friendly statements:
standard? “I can develop a nutrition and feed
NCCTE.2016.AA32.05.00 - Apply principles management plan.”
of nutrition and feed management.

What reasoning is required to be competent Reasoning student-friendly statements:

on this standard?
NCCTE.2016.AA32.05.01 - Understand the
major nutrient requirements of equine and the
factors that affect them.
NCCTE.2016.AA32.05.02 - Understand the
classes of feed for equine including forage,
“I can identify the nutrition requirements for
equines based on their age, workload, and/or
reproductive requirements.”
“I can balance an equine diet with forage,
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Equine Nutrition Assessment

concentrates, additives, and supplements concentrates, additives, and supplements.”

needed in the equine ration.

What performance skills are required to Performance skills student-friendly

demonstrate competence on this standard? statements:
NCCTE.2016.AA32.05.03 - Apply principles “I can balance an equine diet.”
to formulate a balanced ration for equine.
Figure 1: Breaking Down Standards

Learning targets provide both students and educators an easily understood description of

a learning goal. These descriptions may consist of words, images, actions, or a combination of

the three (Moss and Brookhart, 2012). Using Moss and Brookhart’s (2012) four steps for

defining the specific learning target, Figure 2 defines the learning target for equine nutrition as:

We will be able to identify the nutritional needs of a group of horses, analyze the

available/preferred hay/grain available, and develop a balanced equine nutritional program.

Instructional Objectives for the Lesson

 Students will develop a nutrition and feed management plan
Steps
Trajectory Considerations
Step 1. Define the essential
content (concepts and skills)
for the lesson.
Step 2. Define the reasoning
process essential for the
lesson.
Potential Learning Elements for the Lesson
 My students can Content:
create a detailed  My students must
nutrition plan learn the nutritional
 My students can read requirements of
and understand a horses
hay/grain analysis  My students must
 My students have a learn how to read
solid understanding of hay/grain analysis
how to balance a diet  My students must
based on the needs of learn how to balance
each individual horse the diet
 My students have Reasoning Processes:
some knowledge of  My students must
nutritional learn to use hay/grain
requirements analysis to balance the
 My students have diet to the nutritional
little practice with requirements of an
reading hay/grain individual horse
analysis
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Equine Nutrition Assessment

 My students have
little practice
balancing the diet
Step 3. Design a strong  My students can
performance of identify the nutritional
understanding that will requirements of a
develop student thinking horse
and understanding and  My students can read
provide compelling and understand
evidence of student hay/grain analysis.
learning.  My students can
balance the diet based
on the hay/grain
analysis and
requirements of the
individual horse
Step 4. State the learning target.
 We will be able to identify the nutritional needs of a group of horses, analyze the
available/preferred hay/grain available, and develop a balance equine nutritional
program.
Figure 2: Defining the Learning Target (Moss and Brookhart, 2012)
Performance of
Understanding:
 My students must
engage in a
performance of
understanding that
simulates an authentic
environment in which
students must identify
nutritional
requirements, analyze
available hay/grain,
and balance an equine
diet.

Part II: Student Friendly Template

From learning targets, students can set goals, self-assess, and self-regulate to increase

learning and achievement (Moss and Brookhart, 2012). For student’s studying equine science,

students can set both short term and long-term goals to increase their interest and motivation. An

example long term goal for the equine nutrition standard may be, “I will use my knowledge of

equine nutrition to provide the best nutritional program to increase my horse’s well-being and

performance.” A short-term goal may be “I need to improve my understanding of hay analysis

to better formulate and balance my horse’s diet.” For both the short- and long-term goals, the

student’s role is that of a horse owner or perhaps even on a larger scale, a barn or equine facility

manager. For both practical and authentic assessments, the student’s audience may be peers or

the horse’s owner. To complete the learning standard, students must complete research, analysis,

and formulate a nutritional plan. The completed product will be a verbal or written presentation
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Equine Nutrition Assessment

discussing the nutritional requirements, the analytics of the hay/grain analysis, and the completed

nutritional plan for their individual horse or equine facility.

Figure 3 provides a deeper look into the standards and goals for equine nutrition.

Additionally, Figure 4 identifies the performance task and its assessment evidence using

G.R.A.S.P.S. (Goal, Role, Audience, Situation, Product/Performance, and Standards and Criteria

for Success).

Equine Nutrition

Equine nutrition is a key component of “What is a healthy horse?” and can be applied
within all equestrian disciplines and careers. “What is a healthy horse” is the “big-idea”
question that can be used across all classes within an equine science program, connecting all
equine curriculum (anatomy, nutrition, reproduction, etc.).
The curriculum will provide a multifaceted approach to learning equine nutrition through
visual aids both static and interactive (books and digital media) as well as hands on
(identification of forage and grains).
Students will be required to engage in thought provoking question and answer sessions on
equine nutrition. Additionally, students will work in teams to identify the nutritional
requirements of horses based on age, performance level, and/or reproduction.
Students will present what they have learned by developing a balanced equine nutrition.

Standards/Goals

Content Standard(s)
Generalizations about what students should know and be able to do.

Content Standards Primary Expected Performances

o NCCTE.2016.AA32.05.00 - Apply o Students will be able to identify equine

principles of nutrition and feed
management.
o NCCTE.2016.AA32.05.01 - Understand
the major nutrient requirements of equine
and the factors that affect them.
o NCCTE.2016.AA32.05.02 - Understand
the classes of feed for equine including
forage, concentrates, additives, and
supplements needed in the equine ration.
o NCCTE.2016.AA32.05.03 - Apply
principles to formulate a balanced ration
for equine.
nutritional requirements
o Students will be able to discuss the
nutritional requirements based on age, sex,
performance level, and/or reproduction
o Students will be able to read and
understand hay, grain analysis
o Students will be able to visually identify
forages
o Students will be able to formulate and
balance the equine diet
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Equine Nutrition Assessment

Enduring Understandings Essential Questions

Overarching Enduring Understandings: 1. How does equine nutrition influence the

 Students apply key facts to support
their understanding of equine nutrition
 Students can apply understanding to
practical applications in the field
 Students can discuss “What is a
healthy horse?”
Unit Specific Enduring Understanding
 Students develop a deeper
understanding of equine nutrition as it
relates to their goals and aspirations
 Students can develop ideas and
associations between equine nutrition
and “What is a healthy horse?”
care and maintenance of domestic horses?"
2. How are nutrients processed in the body?
3. How do the various nutrients (vitamins and
minerals) interact?
4. How does understanding equine nutrition
affect our decisions? How do we keep
horses healthy?
5. How do we assess and balance the equine
diet?

Knowledge and Skills

What students are expected to know and be able to do.

Knowledge
The students will know:
o Nutritional requirements
o Components of hay analysis and feed labels
Skills
The students will be able to:
o identify the nutritional requirements of horses by age, sex, performance, and/or
reproduction
o describe how nutrients are processed in the body
o describe interaction of vitamins and minerals
o identify multiple forages
o formulate and balance the equine diet
Figure 3: Equine Nutrition

Assessment Evidence
Learning Target: Equine Nutrition, College Freshmen

Performance Task
The students’ performance task will be to formulate and balance an equine diet for an equine
facility. Students will select three horses varying in age, sex, performance level, and/or
reproductive status (stallion, pregnant and/or nursing mare). Students will present a verbal or
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Equine Nutrition Assessment

written presentation discussing the nutritional requirements, the analytics of the hay/grain
analysis, and the completed nutritional plan for their selected horses and facility.

GRASPS Elements of the Performance Task

G – Goal Identify nutritional requirements, read, and

What should students accomplish by understand hay analysis, and formulate,
completing this task? balance an equine diet.

R – Role You are playing the role of facility

What role (perspective) will your students be manager/owner.
taking?

A – Audience Equine facility/horse owner.

Who is the relevant audience?

S – Situation You are attempting to explain to the owner a

The context or challenge provided to the nutritional pan and why.
student.

P – Product, Performance Verbal or written presentation of the

What product/performance will the student nutritional plan.
create?

S – Standards & Criteria for Success See Figure 5

Create the rubric for the Performance Task
Figure 4: Performance Task

Part III: The Assessment

“Rubrics divide an assignment into its component parts and provide a detailed description

of what constitutes acceptable or unacceptable levels of performance for each of those parts”

(Stevens and Levi, 2005). Using a rubric to score a performance task like the one represented in

Figure 4, students can expect consistent and fair grading, have clarity regarding the expectations

of the performance task, and identify areas of performance. For educators, rubrics provide the

same assistance in addition to saving time in the grading process and track a student’s progress

(Pierce, 2015). Figure 5 provides the scoring rubric for the equine nutrition performance task.
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Equine Nutrition Assessment

The performance task outlined in Figure 4 is a summative assessment for a college

freshman student taking Equine Science. The learning target is specific to the content standard

for equine nutrition. The authentic assessment is built on the principles of UDL, providing an

assessment the student is most comfortable with and built on the student’s selected preferences

and future goals. The rubric in Figure 5 assesses the learning target and understanding of equine

nutrition.

Equine Nutrition Assessment

Student’s Name:
Performance Task: The students’ performance task will be to formulate and balance an
equine diet for an equine facility. Students will select three horses varying in age, sex,
performance level, and/or reproductive status (stallion, pregnant and/or nursing mare).
Students will present a verbal or written presentation discussing the nutritional requirements,
the analytics of the hay/grain analysis, and the completed nutritional plan for their selected
horses and facility.

CATEGORY 4 3 2 1

The presentation
The presentation
The presentation The presentation (either verbal or
(either verbal or
(either verbal or (either verbal or written) is
written) lacks
written) is clear, written) is clear, incomplete or
Presentation clarity, has
professional, few errors that chaotic with
multiple errors
APA compliant, do not impede numerous errors
and impedes
and error-free. presentation. that impede
presentation.
presentation.
Description of Description of Description of Description of Description of
Equine Facility the equine the equine the equine the equine
and Horses facility and facility and facility and 2-3 facility and less
minimum of minimum of horses with than two horse
three selected three selected some variation with little to no
horses with horses with in nutritional nutritional
varying varying requirements variation was
nutritional nutritional was outlined in a poorly outlined,
requirements requirements step-by-step incomplete.
was outlined in a was outlined in a fashion but had
step-by-step step-by-step multiple gaps
fashion that fashion that that require
could be could be explanation.
followed by followed by
anyone without anyone some
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Equine Nutrition Assessment

additional additional
explanations. explanations.
Nutritional Independently Identified, with
Requirements identified the help, the
nutritional nutritional Identified, with
Identified the
“I can identify requirements of requirements of help, the
nutritional
the nutrition a minimum of a minimum of nutritional
requirements of
requirements for three horses three horses requirements of
less than two
equines based which was which was 2-3 horses which
horses that could
on their age, interesting to the interesting to the could be
not be explained
workload, student, and student, and explained by
due to lack of
and/or which could be which could be somewhat of an
understanding of
reproductive explained by a explained by understanding of
equine nutrition.
requirements.” thorough somewhat of an equine nutrition.
understanding of understanding of
equine nutrition. equine nutrition.
Independently
identified and
Selected Diet
defined the
Independently With help, Help needed to
required diet for
“I can balance identified and identified and identify and
the selected
an equine diet clearly defined defined the define the
horses. Some
with forage, the required diet required diet for required diet for
feedback was
concentrates, for the selected the selected the selected
needed to clearly
additives, and horses. horses. horses.
connect the diet
supplements.”
to the horse’s
requirements.
Conclusion/

Summary
Student provided
Student provided
a somewhat Student provided
“I can develop a a detailed No explanation
detailed an explanation
nutrition and explanation and or conclusion
explanation and and conclusion
feed conclusion was apparent OR
conclusion with some
management clearly based on important details
clearly based on knowledge and
plan.” knowledge and were
knowledge and understanding of
understanding of overlooked.
understanding of equine nutrition.
“I can balance equine nutrition.
equine nutrition.
an equine diet.”

Figure 5: Equine Nutrition Rubric

Part IV: Assessment Critique Summary

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Equine Nutrition Assessment

Key 1: Assessment serves a clear and appropriate purpose. (Did the author specify users
and uses, are these appropriate?)
Rating Description and Support
This assessment is for a college freshmen student in an equine science class.
The authentic assessment is built on the principles of UDL, providing an
assessment the student is most comfortable with (either verbal or written
5 presentation) and built on the student’s selected preferences and future goals.
This summative assessment is given after the completion of the equine
nutrition block of instruction. This assessment will provide both the student
and teacher a clear picture of the student’s understanding of equine nutrition.

Key 2: Assessment reflects valued achievement targets. (Has the developer clearly specified
the achievement targets to be reflected in the assessment? Do these represent important
outcomes?)
Rating Description and Support
The assessment relates to the learning target and content standards for equine
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nutrition. The learning target is clearly identified in Figure 3.

Key 3: Design. (Does the selection of the method make sense given the goals and purpose? Is
sampling appropriate to get a good estimate of student learning? Is there anything in the
assessment that might lead to misleading results?
Rating Description and Support
The authentic assessment is built on the principles of UDL, providing an
assessment the student is most comfortable with (either verbal or written
presentation) and built on the student’s selected preferences and future goals.
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The assessment aligns with the learning target and controls for bias by
allowing the student to select their preferred assessment format, creating the
most comfortable assessment environment.

Key 4: Communication. (Is it clear how this assessment helps communication with others
about student achievement?)
Rating Description and Support
The assessment provides feedback to both the student and the teacher. For
the student, it assesses their current understanding of equine nutrition. The
4 assessment provides a clear picture for the teacher of each students’ current
understanding of equine nutrition and can identify areas that need to be
revisited and revised within the instruction block.

Key 5: Student Involvement. (Is it clear how students are involved in the assessment as a
way to help them understand achievement targets, practice hitting those targets, see themselves
growing in their achievement, and communicate with others about their success as learners?)
Rating Description and Support
4 The authentic assessment is built on the principles of UDL, providing an
assessment the student is most comfortable with (either verbal or written
presentation) and built on the student’s selected preferences and future goals.
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Equine Nutrition Assessment

Flexibility within the assessment allows the teacher to meet the student’s
learning needs.
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Equine Nutrition Assessment

References

CAST (2018). Universal design for learning guidelines version 2.2 [graphic organizer].

Wakefield, MA: Author.

Moss, C.M., & Brookhart, S.M. (2012). Learning Targets: Helping Students Aim for

Understanding in Today’s Lesson. Alexandria, VA: Association for Supervision and

Curriculum Development

Pierce, G. (n.d.). Rubric Development for Assessment. Retrieved June 20, 2022, from

https://www.bu.edu/provost/files/2015/03/2.26.15-CEIT-Assessment-Rubric-

Development-PowerPoint.pdf 

Stevens, D. D., & Levi, A. (2005). Introduction to rubrics: An assessment tool to save grading

time, convey effective feedback, and promote student learning. Sterling, VA: Stylus

Publishing.