T.T414

Create a Rubric

Create a Rubric

The teacher will assign students to groups of three to create a four-point rubric that can be used in evaluating a student performance of a scene. The student-created rubric should cover the dimensions of voice, body, mind, and rehearsal time.

On the rubric, a level 4 should reflect an advanced performance, a level 3 should reflect an adequate performance, a level 2 should indicate that the criteria are partially met, and a level 1 should indicate that the performance needs substantial improvement. Students will have a copy of the assessment rubric provided in the Student Booklet to use as a guideline and a model as they work.

At the conclusion of two class periods, each student group shall submit one typed rubric that could be effectively used to assess the quality of student performances. The rubric should employ theatre vocabulary correctly and effectively. The rubric should also: 1) be professional in appearance, 2) be formatted as a table, 3) use a professional font in a size no larger than 12 points and 4) be free of spelling and grammatical errors.

The teacher should retain copies of these rubrics to use in upcoming student performances.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students.


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.

TEACHER SCORING RUBRIC

  • Dimension
  • Basic Requirements

  • Voice

  • Body

  • 1
  • 2
  • 3
  • 4
  • The rubric does not answer the questions posed in the prompt.

    N/A at this time.
  • One of the basic requirements is missing and spelling and grammar errors may interfere with meaning.

    View Exemplar
  • Each of the basic requirements is met. The rubric is neat and spelling and grammar errors do not interfere with meaning.

    View Exemplar
  • Each of the basic requirements is met and the rubric appears professional and is free from spelling and grammatical errors.

    View Exemplar
  • The rubric does not answer the questions posed in the prompt.

    N/A at this time.
  • The rubric includes an understanding of at least one aspect of “voice” as it relates to performance.

    View Exemplar
  • The rubric demonstrates an understanding of the different ways voice is assessed in a performance.

    View Exemplar
  • The rubric demonstrates a comprehensive understanding of the use of “voice” in a performance.

    View Exemplar
  • The rubric does not answer the questions posed in the prompt.

    N/A at this time.
  • The rubric includes an understanding of at least one aspect of “body” as it relates to performance.

    View Exemplar
  • The rubric demonstrates an understanding of the different ways movement is assessed in a performance.

    View Exemplar
  • The rubric demonstrates a comprehensive understanding of the use of body/physicality in a performance.

    View Exemplar
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