D.E417

From Feedback to Revision; Solicit and Use Feedback

From Feedback to Revision; Solicit and Use Feedback

Student choreographers will present a previously created movement phrase to a small group of peers. The student choreographer will solicit feedback, decide what pieces of feedback to use to revise the original piece, and provide his or her reasoning for their choices. The student choreographer will make revisions and present the piece again. At the end, the student choreographer will reflect on his or her process.

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

  • Dimension
  • Solicitation of Peer Feedback

  • Use of Feedback in the Revision Process

  • 1
  • 2
  • 3
  • 4
  • The choreographer asks questions that are too vague or general to effectively direct an observer’s attention to aspects of the choreography he/she seeks to improve. The choreographer does not demonstrate responsibility and initiative in the feedback process to ensure he/she receives useful feedback.

    N/A at this time.
  • The choreographer rarely asks clear questions in order to direct an observer’s attention to specific aspects of the choreography he/she seeks to improve. The choreographer rarely demonstrates responsibility and initiative in the feedback process to ensure he/she receives useful feedback.

    N/A at this time.
  • The choreographer usually ask clear questions in order to direct an observer’s attention to specific aspects of the choreography he/she seeks to improve. The choreographer demonstrates some responsibility and initiative in the feedback process to ensure he/she receives useful feedback.

    N/A at this time.
  • The choreographer always asks clear questions in order to direct an observer’s attention to specific aspects of the choreography he/she seeks to improve. The choreographer demonstrates responsibility and initiative in the feedback process to ensure he/she receives useful feedback.

    N/A at this time.
  • The choreographer randomly selects feedback without an awareness of what will most improve his/her choreography. The rationale for his/her selections lack clarity and detail. The revisions resulting from the selected feedback are not noticeable or seem unrelated to the choreography’s intent or theme.

    N/A at this time.
  • The choreographer selects the feedback that will somewhat improve his/her choreography. The rationale for his/her selections is somewhat vague and general. The revisions resulting from the selected feedback are somewhat noticeable and generally support the choreography’s intent or theme.

    N/A at this time.
  • The choreographer selects the feedback that will improve his/her choreography. The rationale for his/her selections is mostly clear, detailed, and well thought out. The revisions resulting from the selected feedback are somewhat noticeable and support the choreography’s intent or theme.

    N/A at this time.
  • The choreographer carefully selects the feedback that will improve his/her choreography. The rationale for his/her selections is clear, detailed, and well thought out. The revisions resulting from the selected feedback are noticeable and support the choreography’s intent or theme.

    N/A at this time.

TEACHER SCORING RUBRIC—FINAL REFLECTION

  • Dimension
  • Final Reflection - Level 0-4

  • 1
  • 2
  • 3
  • 4
  • 5
  • The student did not reach the standard described by any descriptor below.

    N/A at this time.
  • The student partially elaborated his/her ideas into a basic, simple description of his/her revision process. At least half of the aspects of the prompt were addressed. The student rarely justified choreographic changes by connecting specific feedback to revision choices. The student did not clearly articulate the relationship between revision choices and improving the clarity of the work’s intent/theme.

    N/A at this time.
  • The student partially elaborated his/her ideas into a somewhat specific, detailed, illustrative description of his/her revision process. Most aspects of the prompt were addressed. The student justified choreographic changes by occasionally connecting specific feedback to revision choices. The student somewhat clearly articulated the relationship between revision choices and improving the clarity of a work’s intent/theme.

    N/A at this time.
  • The student generally elaborated his/her ideas into a specific, detailed, illustrative description of his/her revision process. Most aspects of the prompt were addressed. The student justified choreographic changes by connecting specific feedback to revision choices. The student articulated the relationship between revision choices and improving the clarity of a work’s intent/theme.

    N/A at this time.
  • The student skillfully elaborated his/her ideas into a specific, detailed, illustrative description of his/her revision process. All aspects of the prompt were addressed. The student justified choreographic changes by connecting specific feedback to revision choices. The student fully articulated the relationship between revision choices and improving the clarity of a work’s intent/theme.

    N/A at this time.
Having trouble viewing videos?

Leave Feedback for this Assessment

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 forums or 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.

Sign up for our newsletter to stay up to date with all of our assessments.

Sign Up Now!