BC Education - Physical Education 11 and 12

Sample 1: Grade 11

Topic: Dance

Prescribed Learning Outcomes:

Movement

It is expected that students will:

demonstrate a personal functional level of competence in a selection of activity-specific motor skills

Personal and Social Responsibility (Personal Behaviours and Safety Practices)

It is expected that students will:

demonstrate positive behaviours that show respect for individual abilities, interests, gender, and cultural backgrounds
demonstrate self-respect and self-confidence while involved in physical activities

Overview

In this unit, students learned a variety of dances. They also worked in groups of four to demonstrate their skills in two of the dances. Evaluation was based on self-, peer, and teacher evaluation of dance skills and group behaviours.

Planning for Assessment and Evaluation

Students participated in a variety of square, line, and social dance formations. They also learned to lead and follow. They were given the following list of required dance movements:

They practised the steps, sequences, and movements to the appropriate rhythms, alone and with partners.

The class worked together to develop criteria for personal and social responsibility in dance activities. Students brainstormed behaviours that showed respect, then selected a short list of criteria for self- and peer assessment of positive behaviours.

The teacher also provided criteria for dance skills, then developed a checklist that students could use to track their progress and provide peer feedback.

The class reviewed several dances and learned some new dances and rhythms. Students then practised proper techniques in groups of four, using peer feedback to help them improve their dance movement skills.

For formal evaluation of their skills, each group selected and performed two dances from those they had practised.

Defining the Criteria

Dance Skills

To what extent does the student demonstrate effective and appropriate:

sequences of movements
synchronization with partner or group
timing (on beat)
posture
start and finish positions
specific dance movements (e.g., turns, steps)
pathways/lines of dance

Group Behaviours

To what extent do students demonstrate that they are able to:

co-operate
listen actively to one another
offer and accept feedback appropriately

Assessing and Evaluating Student Performance

At the beginning of the unit, the teacher provided students with a copy of a rating scale. Students used it to guide their practice and for peer feedback. At the end of the unit, each group performed two dances for evaluation. Students received three ratings for each dance: self, peer, and teacher. Peer ratings were completed by members of another group (a different group member rated each dance). The ratings were combined to arrive at a final score for each dance.

**Dance**
Name: _______________________ Date: _______________________				Class: _______________________
Rating—Dance 1: ____________					Rating—Dance 2: ____________
Criteria	Self	Peer	Teacher	Combined*	Self	Peer	Teacher	Combined*
Dance Skills
sequences of movements	/5	/5	/5	/5	/5	/5	/5	/5
synchronization with partner or group	/5	/5	/5	/5	/5	/5	/5	/5
timing (on beat)	/5	/5	/5	/5	/5	/5	/5	/5
posture	/5	/5	/5	/5	/5	/5	/5	/5
start and finish positions	/5	/5	/5	/5	/5	/5	/5	/5
specific dance movements (e.g., turns, steps)	/5	/5	/5	/5	/5	/5	/5	/5
pathways/lines of dance	/5	/5	/5	/5	/5	/5	/5	/5
Group Behaviours
co-operate	/5	/5	/5	/5	/5	/5	/5	/5
listen actively to one another	/5	/5	/5	/5	/5	/5	/5	/5
offer and accept feedback appropriately	/5	/5	/5	/5	/5	/5	/5	/5
Overall Score

*The combined score may be determined by averaging the three ratings, taking the middle score, or using the score assigned in at least two of the three rating categories. In some cases, the teacher's rating may be weighted more heavily than the self- or peer rating.

Key:
5—Outstanding
4—Good
3—Satisfactory
2—Partial
1—Unsatisfactory

Last Modified: January 27, 1999.

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