Appendix D: Evaluation Example

Grade 10

Topic: Modern Dance

Presentation and Performance

It is expected that the students will:

• demonstrate dance movements in the appropriate style for the chosen genre or choreography
• demonstrate skills and attitudes appropriate to a range of dance experiences as performer, participant, and audience

It is expected that the students will:

• analyse the cultural context and evolution of a particular dance genre
• create a personal plan for lifelong involvement in dance as a career, recreation, or entertainment

Planning for Assessment and Evaluation

This unit involved students in a series of research activities and presentations to the class. Students drew on their previous experiences, information they acquired through their own research, and their classmates" presentations, to create personal plans for short- and long-term involvement in dance.

• Students who participated in this unit had several years of dance training in a variety of genres, including modern dance and ballet. In other units of the course, they were studying technique, improvising, and creating and performing dance.
• The teacher made the major assignments and expectations clear at the beginning of the unit. While students would receive feedback throughout the unit, evaluation would be based on three projects:
  • oral presentation of research on a major figure in modern dance (in pairs)
  • report (in any format) on a contemporary or future dance career or recreational opportunity
  • personal plan, including short- and long-terms goals for involvement in dance
• Students focussed first on modern dance history. They viewed a video, and noted the names and contributions of some major figures in modern dance. They worked in pairs to choose, research, and report on a particular person or company of their choice. Task requirements included:
  • identify major contributions of person or company
  • include a demonstration of some aspect of style, technique, or choreography
  • provide background information on training, development, influences, career
  • explain why this person or company is interesting or important to you and your involvement in dance
• Students also had copies of the marking criteria and scales to guide them as they worked. Students presented their research in a number of formats: slide shows; role plays; simulated radio or TV interviews; lectures, and so on. All included a demonstration of a dance movement(s). Students were encouraged to make notes as they listened to and watched the presentations.
• To follow up this activity, students worked in groups of two or three to select a dance career or recreational opportunity to research and report on. Students were encouraged to speculate about future opportunities as well as considering those that currently exist. They brainstormed questions that should be answered by their research. For example:

• Is prior training or education needed? If so, where? What are the costs and prerequisites?
• What is the job description?
• What are the salaries, benefits?
• What are the advantages or disadvantages of the career?
• In what ways does this career suit my aptitudes?
• Are their any barriers or stereotypes related to this career?
• What are the best sources of current information?

• Where could I pursue this interest? What are the locations, times, costs?
• What equipment is needed?
• What opportunities for advancement are there?
• What are the benefits of participating?
• How does this activity suit my skills and interests?
• What are the best sources of current information?
• Are there any barriers or stereotypes related to this activity?

• Students worked with a variety of resources: CD-ROM; job and career databases; print resources; local dancers; dance companies, dance studios and recreation professionals; and individuals, groups, and organizations in other places that they were able to contact by telephone, e-mail, or letter.
• Each pair or group presented their research in a format of their choice (e.g., a live or taped interview, chart, slide show, research paper, visual display, performance, dramatization). All groups were also required to prepare a written summary or chart that could be displayed and kept for future reference to assist other students in personal planning.
• After listening to and discussing the reports, students developed personal plans for lifelong involvement in dance. Students drew on their own knowledge and experiences with dance, as well as some of the planning skills and formats they had learned in career and personal planning, and information about recreational and dance opportunities their classmates had presented. Teachers and students discussed the task requirements, and agreed that each plan would include:
  • at least two long-term goals for involvement in dance
  • relevant personal attributes; experiences; resources or support available
  • an action plan (a series of actions or changes to make) for this year that would begin to work toward these goals
  • potential issues or barriers and ideas about how to deal with them
  • a tentative timeline
  • a schedule for reviewing, monitoring, and revising the plans

• charts based on Student Learning Plans
• illustrated"road maps" that show a lifelong journey in dance
• webs that emphasize the relationships among various activities rather than specifying a step-by-step approach (including some labels, captions, or short explanations)
• flow charts
• Hypercard stacks
• interview records (where partners ask for and record details of each other"s plans)

Defining the Criteria

The students and the teacher worked together to establish the criteria:

Presentation/Demonstration

• information on a major figure in modern dance is:
  • complete
  • accurate
  • relevant
  • detailed
  • makes logical connections or generalizations; draws logical conclusions
  • cites relevant sources
• presentation/demonstration is:
  • clear and easy to follow
  • dance movements are relevant and accurately executed
  • attempts to engage audience

• information on contemporary or future career or recreational opportunity in dance is:
  • complete
  • accurate
  • relevant
  • detailed
• presentation/demonstration is:
  • clear and easy to follow
  • attempts to engage audience

• includes all required elements
• information is relevant and accurate
• action plan connects logically to goals
• action plan connects logically to present abilities and experiences
• action plan shows evidence of resourcefulness, willingness to address issues or barriers realistically and constructively
• shows evidence of commitment: work is complete, detailed and personally relevant

The teacher developed a five-point rating scale for evaluating the presentations and reports. The basis of the scale was similar for both projects; however, it was tailored to reflect some of the specific aspects of each assignment. Students had copies of the scale as they prepared their assignments; they were able to use these to elicit feedback from their classmates and others as they worked on their projects.

Presentations and Reports

Required content for historic research: Students identify major contributions; provide accurate and detailed background information on training, development, influences, and career. Includes an accurate demonstration of some aspect of style, technique, or choreography that is particularly relevant to understanding the contribution of the chosen figure. Presenters make personal connections with the subject or the subject"s work.

Required content for career/recreational research: Students include the information required to answer the listed questions in detail, and address other important aspects or questions that may have arisen in the course of their research. Written or chart summaries provide a useful reference for others who are interested in the topic.

5­Exceeds project requirements (e.g., format may be innovative; may be particularly engaging; information may include relevant details beyond those required). The project presents complete, accurate, and relevant information from a variety of resources. Insightful and detailed. The presentation is clear, easy to understand, and engages the other students.

4­Presents complete, accurate, and relevant information. Detailed. Presentation is clear, easy to follow, and attempts to engage audience. Fully addresses project requirements.

3­Addresses all required aspects of the assignment. Information is complete and accurate, but often uneven. May deal with some aspects of the topic in a cursory way, providing little detail or insight. Relevance of some of the information is not always clear. Examples or demonstrations may be flawed. Presentation is clear and easy to follow.

2­Attempts to address most requirements. Information may be incomplete or confusing in places. May offer unsupported conclusions or generalizations. Often difficult to see the connection or relevance of the detail included. Examples or demonstrations may be inaccurate. Presentation sometimes difficult to follow.

1­Incomplete. Fails to present a large portion of the required information. Typically includes few details; often very brief.

Personal Plans for Lifelong Involvement in Dance
Checklist Contents: (check each as "+" = complete "-" = parial; NI=not included).
two long-term goals relevant personal attributes relevant experiences resources/support available actions/changes planned potential issues/barriers and solutions, or approaches a tentative timeline

Rating Scale Rate each of the following features as: 3­outstanding 2­satisfactory 1­partial 0­not evident Include comments and suggestions that will help the student work toward or improve the plan.
	Rating	Comments
Personal plan is complete with accurate, relevant information
Goals and plans connect logically to present abilities and experiences
Action plan shows evidence of resourcefulness; willingness to address issues or barriers realistically and constructively
Evidence of commitment: work is complete; detailed; personally relevant

Grade 10

Topic: Folk Dance

Elements of Movement

It is expected that the students will:

• demonstrate competent use of dance techniques specific to particular genres
• apply principles of movement (alignment, breathing, balance, flexibility, strength) to dance

It is expected that the students will:

• create and demonstrate a dance sequence in a chosen genre or style and for a given purpose

It is expected that the students will:

• demonstrate dance movements in the appropriate style for the chosen genre or choreography
• demonstrate skills and attitudes appropriate to a range of dance experiences as performer, participant, and audience
• use established criteria to analyse structure, style, and meaning in dance

It is expected that the students will:

• analyse the cultural context and evolution of a particular dance genre

• The teacher selected a number of dances from the Balkans and surrounding area. Students watched a video and analysed elements of the dances, reviewing the vocabulary for analysing elements of a dance.
• During the first half of the unit, a number of Balkan dances were taught. Students discussed the origin of the dances and entered information about them on a class chart and in their dance journals (e.g., name of the dance, region, major steps, formations, hand-holds, styles). Each day new dances were taught and ones previously learned reviewed. Students kept daily records of the dances they learned and assessed their own efforts in a double-entry journal.
• During the second half of the unit, students worked on a project in two phases:

  Phase 1: (Performance and Informance)

  • Students worked in groups to select, rehearse, and perform a dance from those already learned. They used the performance rating scale (see Assessment and Evaluation) to seek and offer peer feedback. The final performance was videotaped.

  • Students and teacher viewed and discussed the videotape work together; the teacher then assigned an overall rating. All group members received the same mark. Students rated their own skills and assigned an overall rating after consulting with at least one peer.

  Phase 2 (Creation and Notation)

  • Students practised deciphering simple dance descriptions by obtaining a published folk dance description from the teacher. With a partner, students reconstructed the first 16­32 counts, and then demonstrated it for another group, receiving peer feedback. The teacher also assessed the work and offered feedback (comments and a rating on a five-point scale).

  • Next, the partners choreographed a 32-count sequence of four separate steps in a Balkan folk dance style (two learned and two similar or new). They recorded their choreography on a dance description sheet, then practised the sequence together, repeating it twice. The students used a choreography information sheet to ensure they had all essential elements. The pairs then exchanged their dance description sheets with another group of dancers and reconstructed each other"s dance. They then compared the versions of the dances and gave feedback to one another. Finally, they videotaped the dances for self- and teacher evaluation of both the choreography and the performance.

Choreography/Composition

• meets content requirements (32 counts; two steps taught in class; two own choice)
• genre appropriate steps
• styling is evident, consistent, and appropriate
• shows sensitivity to music
• effective structure (clear beginning, smooth transitions, strong and clear ending)
• conscious use of elements of movement (variety in level, rhythm, body parts; change in focus, dynamics; interesting floor pattern)
• originality; creativity

• dance memory
• clear dynamics
• accurate rhythm
• movements executed accurately
• styling is evident
• effective use of space
• appropriate relationships (formation and handhold)
• stage presence

• shows individual commitment to processes of learning, rehearsal, and performance
• takes leadership role in group or class activities
• shows energy and enthusiasm
• takes responsibility
• perseveres; concentrates in rehearsal and performance
• sensitive to needs of other dancers; supportive and encouraging
• seeks and offers constructive feedback to and from other dancers

The teacher and students used three scales to evaluate work in this unit: a rating scale for performance skills, a rating scale for choreography, and a rating scale for participation and attitudes. All students had copies of the scales in their journals. The scales were used frequently throughout the course for similar assignments.

Teachers and students used the following rating scale to analyse and assign overall ratings to two performances in this unit:

• performance of dance taught in class
• performance of the dance they choreographed

Holistic Rating Scale for Choreography in Performance

The teacher used the following rating scale to evaluate the choreography project.

5­The partners create an exciting dance consisting of precisely executed learned steps along with interesting new steps. The elements of movements show variety and creativity. The choreography contains essential components put together in a dynamic way. The music and the movements match perfectly. The presentation of the dance is polished and pleasing to watch.

4­The partners present a well thought out dance demonstrating all required criteria.

3­The partners create a dance similar to Balkan folk dances. There is an awareness of elements of movement in their sequence. The performance is complete but may require more rehearsal time.

2­The dance may not fully reflect Balkan style folk dance. Some elements of movement are considered. Some components of choreography are present. The presentation may need to be worked on.

1­The dance shows little evidence of Balkan style. Some components of choreography are present. The performance may be incomplete.

Participation and Attitude

The teacher and students used the following scale to evaluate the extent to which students demonstrated the skills and attitudes that strengthened the sense of community; respected others" contributions; and showed audience and performer etiquette. This scale was frequently used throughout the year for teacher and self-evaluation of aspects of presentation and performance.

Strong Contribution

• shows individual commitment to processes of learning, rehearsal, and performance
• frequently takes an appropriate leadership role in group or class activities
• energetic and enthusiastic; contributes willingly to group and class tasks
• takes responsibility for both individual and group efforts and accomplishments
• perseveres and concentrates in rehearsal and performance
• sensitive to needs of other dancers; supportive and encouraging
• offers constructive feedback to other dancers in an appropriate, sensitive manner
• seeks and attempts to use feedback from other dancers

• shows individual commitment to processes of learning, rehearsal, and performance
• contributes willingly to group and class tasks; often enthusiastic
• may take a leadership role in particular activities or contexts
• takes responsibility for both individual and group efforts and accomplishments
• perseveres and concentrates in rehearsal and performance
• frequently supports and encourages other dancers
• volunteers constructive feedback to other dancers
• accepts­and sometimes seeks out­ feedback from other dancers

• shows some commitment to processes of learning, rehearsal, and performance
• may attempt to show leadership but is not always effective
• willingly completes requirements of both individual and group tasks
• perseveres and concentrates in rehearsal and performance
• supports and encourages other dancers (may need prompting)
• offers feedback to other dancers when prompted; may be vague or have difficulty being constructive at times
• accepts feedback from other dancers; may occasionally be defensive or extremely sensitive

• shows little commitment to processes of learning, rehearsal, and performance
• is often reluctant: completes requirements of both individual and group tasks with guidance and supervision
• shows frequent lapses in concentration; may give up when faced with difficulty
• tends to focus on own activities and performance, and consider others from an egocentric point of view
• may attempt to support other dancers or provide feedback, but comments are often inappropriate, inaccurate, or vague
• tends to be defensive; avoids feedback from other dancers

• does not meet minimal requirements for contributing to the class and the sense of community

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Maintained by: Fine Arts Coordinator - Dance

Revised: January 25, 1999

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