Criterion Referenced Evaluation Samples

Sample 1
Dance: Choreography

Learning Outcomes

Elements and Principles
Creating/Performing/Communication

create/perform a work of art demonstrating an awareness and experience of several of the basic elements and principles of the discipline used.
create/perform a work of art demonstrating the use of strategies for developing an artistic image or idea

In addition to these outcomes the teacher assessed students'

attitudes towards dance
problem solving skills
performance skills
use of the creative process

Background

The students had the prior knowledge of the elements of dance. This knowledge was attained through improvisation and compositional work. The choreographic tool of rondo was introduced in stages:

AB form was introduced through short explorations
a professional dance video with an example of ABA was viewed and discussed by the class
criteria for a dance rondo, (i.e. ABACADA etc.), were developed in consultation with the class

At this point the students were set to work in groups to create short pieces using the rondo form. This piece would later be performed for the class.

Defining Criteria

After discussion with the students it was decided that the criteria for assessing the finished work should include components of composition and of performance. In the composition component it was decided that the students would be given a group mark and would be evaluated on the past knowledge of elements of dance, as these elements form the basis for all movement pieces. In the performance component of the evaluation it was decided that the students would be evaluated individually and given separate marks from their group. For the final mark the weight of each component was decided to be composition - 60%, performance - 40%. Composition

rondo form present
evidence of original ideas and movements
effective transitions from A to B, B to A, A to C etc.
Êeffective use of the elements of space, time, relationships

Performance

effective use of dynamics
projection/focus
commitment to the movement

Assessing and Evaluating Student Performance Process evaluation (informal)

During the creative process groups were provided with teacher feedback, peer-evaluation and an opportunity to reflect on videotapes of their work.

Product Evaluation (formal) The teacher evaluated the composition component by creating a rating scale that covered the criteria selected with students. The individual elements were evaluated separately-i.e., use of space (examples of changes in level, direction, pathways); use of time (examples of accent, slow, fast); variety of relationships established between dancers. A percentage of the final composition mark was given to the students' own evaluation of their groups. The performance component was also done by a rating scale that covered the criteria created.

Sample of Composition and Performance Evaluation Sheet: A Five Point Rating Scale was used

Rondo Form
Dancers:
Clear use of the rondo form	1	2	3	4	5
Demonstrated original ideas and movements	1	2	3	4	5
Transitions between each phase (A, B, C etc.)	1	2	3	4	5
Use of space:
changes in level	1	2	3	4	5
&nbspchanges in direction	1	2	3	4	5
&nbspvariety of pathways	1	2	3	4	5
Use of time:	1	2	3	4	5
demonstrated slow movement	1	2	3	4	5
&nbspdemonstrated fast movement	1	2	3	4	5
&nbspmovement was used to accent beats	1	2	3	4	5
Explored a variety of relationships	1	2	3	4	5

Rondo Performance
Dancers:
Committment to the movement	1	2	3	4	5
Projection/Focus	1	2	3	4	5
Use of dynamics (where suitable)	1	2	3	4	5
Use of space:
appropriate energy	1	2	3	4	5
&nbspappropriate flow	1	2	3	4	5

Table of Contents

Maintained by: Fine Arts Coordinator

Revised: April 1995

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