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.
How Is It organized?
What Is Happening?
What Do I Think About a Work?
Unable to provide specific detail to a variety of aspects to the dance or work viewed.
N/A at this time.Describes and provides little detail to a variety of aspects to the dance or work viewed and is limited in overall understanding and response.
View ExemplarDescribes and provides some specific detail to a variety of aspects to the dance or work viewed but is limited in overall response.
View ExemplarDescribes and provides specific detail to a variety of aspects to the dance or work viewed.
View ExemplarDoes not share personal thoughts and opinions and is not able to justify and provide detail about decisions in any depth.
N/A at this time.Rarely shares personal thoughts and opinions and is not able to justify and provide detail about decisions in any depth.
View ExemplarShares some personal thoughts and opinions and is not able to justify and provide detail about decisions in any depth.
View ExemplarShares many personal thoughts and opinions and is not able to justify and provide detail about decisions in any depth.
View ExemplarDoes not demonstrate the ability to respond to the dance with clarity and justification in order to provide constructive feedback.
N/A at this time.Rarely demonstrates the ability to respond to the dance with clarity and justification in order to provide constructive feedback.
View ExemplarDemonstrates some ability to respond to the dance with clarity and justification in order to provide constructive feedback.
View ExemplarHas the ability to respond to the dance with clarity and justification in order to provide constructive feedback.
View ExemplarLacks a clear controlling idea, wandering from point to point without any visible strategy.
N/A at this time.Has little focus and does not consistently address the main focus throughout.
View ExemplarHas some focus but may not consistently address the focus throughout.
View ExemplarAchieves, states, and maintains a clear and consistent focus throughout.
View ExemplarCriteria selected for what makes a “good dance” does not provide adequate support or enough specific detail.
N/A at this time.Criteria selected for what makes a “good dance” provides little detail and support with evidence.
View ExemplarCriteria selected for what makes a “good dance” is somewhat detailed and supported with evidence.
View ExemplarCriteria selected for what makes a “good dance” is detailed and supported with evidence.
View ExemplarIdeas provide lack of evidence and support to influence choreographer and the choreographic process.
N/A at this time.Ideas provide little evidence to potentially influence choreographer and the choreographic process.
View ExemplarIdeas somewhat support criteria that have potential to influence choreographer and choreographic process.
View ExemplarIdeas support criteria that have potential to influence choreographer and choreographic process.
View ExemplarWhat did you like? Did you need to revise anything? How could we make this assessment better?
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