D.T308

Compare and Contrast Folk Dances

Compare and Contrast Folk Dances

Students will perform two different dances. These dances are to be folk dances from two different cultures. A review of peer dances will also be a part of the assessment, and the students will compare and contrast the dances using a Venn diagram reflection to note cultural aspects from the dance’s country of origin.

This item has not yet been field-tested.


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.

TEACHER SCORING RUBRIC–PERFORMANCE

  • Dimension
  • Performance and Information about Folk Dance

  • Technique

  • 1
  • 2
  • 3
  • 4
  • Student does not perform the folk dance or provide information about the dance.

    N/A at this time.
  • Student performs folk dance but does not give any information on the dance.

    N/A at this time.
  • Student performs folk dance and gives some information on the dance.

    N/A at this time.
  • Student performs folk dance and gives the title and cultural information about the dance.

    N/A at this time.
  • The student does not use correct the technique when performing either folk dance.

    N/A at this time.
  • The student does not use the correct technique when performing one of the folk dances.

    N/A at this time.
  • The student mostly uses the correct technique when performing both folk dances.

    N/A at this time.
  • The student always uses the correct technique when performing both folk dances.

    N/A at this time.

TEACHER SCORING RUBRIC—REFLECTION

  • Dimension
  • Folk Dance 1

  • Folk Dance 2

  • Comparison of the Two Folk Dances

  • 1
  • 2
  • 3
  • 4
  • The student includes one item about the dance.

    N/A at this time.
  • The student includes two items about the dance.

    N/A at this time.
  • The student includes three items about the dance.

    N/A at this time.
  • The student includes four items about the dance.

    N/A at this time.
  • The student includes one item about the dance.

    N/A at this time.
  • The student includes two items about the dance.

    N/A at this time.
  • The student includes three items about the dance.

    N/A at this time.
  • The student includes four items about the dance.

    N/A at this time.
  • The student includes one item comparing both dances.

    N/A at this time.
  • The student includes two items comparing both dances.

    N/A at this time.
  • The student includes three items comparing both dances.

    N/A at this time.
  • The student includes four items comparing both dances.

    N/A at this time.

TEACHER SCORING RUBRIC–ASSESSMENT QUESTIONS

  • Dimension
  • Reasoning for Dance

  • Examples of Current Folk Dance

  • 1
  • 2
  • 3
  • 4
  • The student does not give any examples of reasons for folk dance being a representation of a culture.

    N/A at this time.
  • The student gives one example but no supporting details of a folk dance being a representation of a culture.

    N/A at this time.
  • The student gives two examples but without details of a folk dance being a representation of a culture.

    N/A at this time.
  • The student gives two examples and details to support them of a folk dance being a representation of a culture.

    N/A at this time.
  • The student does not describe a folk dance he or she could create.

    N/A at this time.
  • The student gives one example but no supporting details of a folk dance he or she could create.

    N/A at this time.
  • The student gives two examples but without details of a folk dance he or she could create.

    N/A at this time.
  • The student gives two examples and details to support them of a folk dance he or she could create.

    N/A at this time.
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