T.E206

Everyday Pantomime

Everyday Pantomime

Students will critique their own everyday activity pantomimes as well as pantomimes designed by peers.

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–PERSONAL PANTOMIME (PART 3)

  • Dimension
  • Describe the visual gestures and movements of the pantomime (1)

  • Discuss the most successful elements of the pantomime (2)

  • Critically evaluate the elements of the pantomime (3)

  • 1
  • 2
  • 3
  • 4
  • Unable to describe any kinetic elements of the pantomime

    N/A at this time.
  • Able to describe some basic elements of the pantomime

    N/A at this time.
  • Able to describe the basic elements of the pantomime

    N/A at this time.
  • Able to describe in detail the basic elements of the pantomime

    N/A at this time.
  • Unable to identify any successful elements of the pantomime

    N/A at this time.
  • Able to identify some successful elements of the pantomime

    N/A at this time.
  • Able to identify the successful elements of the pantomime

    N/A at this time.
  • Able to identify the most successful elements of the pantomime

    N/A at this time.
  • Unable to critically evaluate any elements of the pantomime

    N/A at this time.
  • Able to critically evaluate some elements of the pantomime

    N/A at this time.
  • Able to critically evaluate the basic elements of the pantomime

    N/A at this time.
  • Able to critically evaluate most elements of the pantomime

    N/A at this time.

TEACHER SCORING RUBRIC–CLASSMATES’ PANTOMIMES (PART 4)

  • Dimension
  • Describe the visual gestures and movements of classmates’ pantomimes (1)

  • Identify elements of classmates’ pantomimes to change (2)

  • Explain reasons for changing elements (3)

  • 1
  • 2
  • 3
  • 4
  • Unable to describe any kinetic elements of classmates’ pantomimes

    N/A at this time.
  • Able to describe some basic kinetic elements of classmates’ pantomimes

    N/A at this time.
  • Able to describe the basic kinetic elements of classmates’ pantomimes

    N/A at this time.
  • Able to describe in detail the basic kinetic elements of classmates’ pantomimes

    N/A at this time.
  • Unable to identify any elements for changing

    N/A at this time.
  • Able to identify one element of classmates’ pantomimes to change.

    N/A at this time.
  • Able to identify two elements of classmates’ pantomimes to change.

    N/A at this time.
  • Able to identify three or more elements of classmates’ pantomimes to change.

    N/A at this time.
  • Unable to explain any reasons for change

    N/A at this time.
  • Able to explain some basic reasons for changes

    N/A at this time.
  • Able to explain some substantive reasons for changes

    N/A at this time.
  • Able to articulately explain significant reasons for changes

    N/A at this time.
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