This is an analytic rubric. 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.
Direction, line, spatial clarity
Working with others through weight share and counterbalance
The dancer’s body has minimal dimension or energy to maintain clear lines. Dancer connects with partner in vague relationship.
N/A at this time.The dancer’s body has dimension and energy to maintain clear lines. Dancer connects to partner with direct relationship.
N/A at this time.The dancer’s body has dimension and energy to maintain clear lines. Dancer connects to partner with intentional relationship.
N/A at this time.The dancer’s body has dimension and energy to maintain clear lines. Dancer connects to partner with innovative relationship.
N/A at this time.Dancer does not give or take weight sufficiently so that partnering is successful.
N/A at this time.Dancer gives and takes some weight, creating partnering that is limited in its success.
N/A at this time.Dancer reliably gives and takes weight, creating partnering that is effective and successful.
N/A at this time.Dancer reliably gives and takes weight, and offers helpful feedback to partner so that resulting patterning is consistently effective and successful.
N/A at this time.What 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.