These are analytic rubrics. The column on the left shows the dimension that is being measured in the student’s performance. The levels across the top row indicate the performance level in the dimensions. Occasionally all dimensions and performance levels are exemplified by multiple students in a single recording.
Little or no effort to contribute to the success of the duet. Was not attentive to others and distracted others during class work and performance. He/she did not contribute and showed little respect to group members.
N/A at this time.Cooperated most of the time, but not attentive or well prepared. He/she needs to make more effort and treat his/her group members with respect. He/she needs more self-control with talking and fooling around.
Cooperated with partner and other performers. Worked with focus and effort in class. Ready to perform. He/she treated his/her group members with respect.
N/A at this time.Showed respect and consideration for partner and other performers throughout the class and performance. He/she was prepared, well- rehearsed, attentive, and gave his or her partner(s) the utmost respect.
N/A at this time.Movement choices of time, space, or energy are lacking and not effective at conveying theme.
N/A at this time.Movement choices of time, space, or energy are limited and minimally effective at conveying theme.
N/A at this time.Movement choices of time, space, or energy are sometimes effective at conveying theme.
N/A at this time.Movement choices of time, space, or energy are consistently effective at conveying theme.
N/A at this time.Dance elements are not changed from the original theme to create a contrasting variation.
N/A at this time.Dance elements are minimally changed from the original theme to create a contrasting variation.
N/A at this time.Dance elements are moderately changed from the original theme to create a contrasting variation.
N/A at this time.Dance elements are effectively changed from the original theme to create a contrasting variation.
N/A at this time.Unable to provide specific detail to a variety of aspects of the dance or work viewed.
N/A at this time.Described and provided little detail to a variety of aspects of the dance or work viewed and was limited in overall understanding and response.
N/A at this time.Described and provided some specific detail to a variety of aspects of the dance or work viewed, but is limited in overall response.
N/A at this time.Described and provided specific detail to a variety of aspects of the dance or work viewed.
N/A at this time.One or less ideas communicate the impact of peer feedback.
View ExemplarTwo to four ideas communicate clearly the impact of peer feedback.
View ExemplarsFour to six ideas communicate clearly the impact of peer feedback.
View ExemplarsSix ideas communicate clearly and insightfully the impact of peer feedback.
View ExemplarSupport for the ideas presented is not specific and not very detailed, or absent altogether.
View ExemplarSupport for the ideas presented is general and lacks detail.
View ExemplarsSupport for the ideas presented is specific and detailed.
View ExemplarsSupport for the ideas presented is highly specific and very detailed.
View ExemplarDoes not demonstrate use of reflective thinking when engaged in the creative process
View ExemplarsOnly sometimes demonstrates use of reflective thinking when engaged in the creative process
View ExemplarsMainly demonstrates use of reflective thinking when engaged in the creative process
View ExemplarConsistently demonstrates use of reflective thinking when engaged in the creative process
View ExemplarWhat did you like? Did you need to revise anything? How could we make this assessment better?
Our Assessments are written by teachers for you, so your feedback is important to us!
Comments about items may be moderated and/or reposted in the blogs to aid item improvement and teacher learning. By leaving a comment, you agree that we can use your comment without attributing it to you.
You must be logged in to leave feedback. Don't have an account? Register Here.