D.E406

Graham Contraction/Release

Graham Contraction/Release

In this assessment event, students will review the eight components of a Graham contraction, the teacher will demonstrate each, and the class will select three to focus on. Then, the teacher will videotape each student performing a Graham contraction. Each student will then review his or her performance, write a description of it, and evaluate it against the Teacher Scoring Rubric. Next, the teacher will evaluate the performance of each student (entering his or her scores in each student’s Booklet). Finally, students will review their evaluation of their performance, as well as that of their teacher, and then write a reflection by answering two questions.

This item has not yet been field-tested.


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
  • Criterion #1

    Maintain alignment

  • Criterion #2

    Initiation of contraction begins at the pelvis (not upper back and shoulders)

  • Criterion #3

    Lower abdominals are lifted, exhaling and curling the lower back to round the pelvis

  • Criterion #4

    Continued flow of energy through the body when contraction is released

  • Criterion #5

    Full exhalation of breath on the contraction

  • Criterion #6

    Action begins inside and is not a static shape

  • Criterion #7

    Open sense of energy in front and back of body

  • Criterion #8

    Head follows curve making a full circle

  • 1
  • 2
  • 3
  • 4
  • Performs basic skills with little to no technical accuracy and understanding.

    N/A at this time.
  • Performs basic skills with some technical accuracy and understanding below expectation.

    N/A at this time.
  • Performs basic skills with technical accuracy and understanding with ability to perform on own at expectation.

    N/A at this time.
  • Performs basic skills with clear technical accuracy and understanding with ability to perform on own beyond expectation.

    N/A at this time.
  • Performs basic skills with little to no technical accuracy and understanding.

    N/A at this time.
  • Performs basic skills with some technical accuracy and understanding below expectation.

    N/A at this time.
  • Performs basic skills with technical accuracy and understanding with ability to perform on own at expectation.

    N/A at this time.
  • Performs basic skills with clear technical accuracy and understanding with ability to perform on own beyond expectation.

    N/A at this time.
  • Performs basic skills with little to no technical accuracy and understanding.

    N/A at this time.
  • Performs basic skills with some technical accuracy and understanding below expectation.

    N/A at this time.
  • Performs basic skills with technical accuracy and understanding with ability to perform on own at expectation.

    N/A at this time.
  • Performs basic skills with clear technical accuracy and understanding with ability to perform on own beyond expectation.

    N/A at this time.
  • Performs basic skills with little to no technical accuracy and understanding.

    N/A at this time.
  • Performs basic skills with some technical accuracy and understanding below expectation.

    N/A at this time.
  • Performs basic skills with technical accuracy and understanding with ability to perform on own at expectation.

    N/A at this time.
  • Performs basic skills with clear technical accuracy and understanding with ability to perform on own beyond expectation.

    N/A at this time.
  • Performs basic skills with little to no technical accuracy and understanding.

    N/A at this time.
  • Performs basic skills with some technical accuracy and understanding below expectation.

    N/A at this time.
  • Performs basic skills with technical accuracy and understanding with ability to perform on own at expectation.

    N/A at this time.
  • Performs basic skills with clear technical accuracy and understanding with ability to perform on own beyond expectation.

    N/A at this time.
  • Performs basic skills with little to no technical accuracy and understanding.

    N/A at this time.
  • Performs basic skills with some technical accuracy and understanding below expectation.

    N/A at this time.
  • Performs basic skills with technical accuracy and understanding with ability to perform on own at expectation.

    N/A at this time.
  • Performs basic skills with clear technical accuracy and understanding with ability to perform on own beyond expectation.

    N/A at this time.
  • Performs basic skills with little to no technical accuracy and understanding.

    N/A at this time.
  • Performs basic skills with some technical accuracy and understanding below expectation.

    N/A at this time.
  • Performs basic skills with technical accuracy and understanding with ability to perform on own at expectation.

    N/A at this time.
  • Performs basic skills with clear technical accuracy and understanding with ability to perform on own beyond expectation.

    N/A at this time.
  • Performs basic skills with little to no technical accuracy and understanding.

    N/A at this time.
  • Performs basic skills with some technical accuracy and understanding below expectation.

    N/A at this time.
  • Performs basic skills with technical accuracy and understanding with ability to perform on own at expectation.

    N/A at this time.
  • Performs basic skills with clear technical accuracy and understanding with ability to perform on own beyond expectation.

    N/A at this time.
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