D.T307

Memorize and Reproduce Movement Sequences

Students will learn a 16- to 32-count combination in a style decided on by the teacher, aligned with curriculum. The combination will use steps previously taught to the students. Then, students will learn 16 to 32 additional counts of steps they know to be added to the combination. Students will practice and perform the combination with a small group. The performance will be recorded and evaluated by the teacher, by a peer, and by the student. The student’s ability to memorize and reproduce the combination will be evaluated. A shorter movement phrase might be used with sixth and seventh graders.

This item has not yet been field-tested.

Teacher Booklet

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Student Booklet

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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—MEMORIZING AND REPRODUCING MOVEMENT SEQUENCES

  • Dimension

  • Student demonstrates accurate memorization and reproduction of movement sequences.

  • Student performs with accuracy in technical concepts (i.e., alignment, balance, initiation of movement, articulation of isolated body parts, weight shift, elevation and landing, and fall and recovery).

  • 1
  • 2
  • 3
  • 4

  • The student does not memorize and reproduce movement sequences accurately.

    N/A at this time.

  • The student memorizes and reproduces some of the movement sequences accurately.

    N/A at this time.

  • The student memorizes and reproduces most of the movement sequences accurately.

    N/A at this time.

  • The student memorizes and reproduces all of the movement sequences accurately.

    N/A at this time.

  • The student performs none of the technical concepts accurately.

    N/A at this time.

  • The student performs some of the technical concepts accurately.

    N/A at this time.

  • The student performs most of the technical concepts accurately.

    N/A at this time.

  • The student continuously performs all of the technical concepts accurately.

    N/A at this time.

TEACHER SCORING RUBRIC—REFLECTION

  • Dimension

  • Describe differences in performance of peer to others or self.

  • Strengths

  • Improvements Needed

  • 1
  • 2
  • 3
  • 4

  • Student lacks detailed description of how his or her peer performed compared to others or self.

    N/A at this time.

  • Student limitedly describes in detail how his or her peer performed compared to others or self.

    N/A at this time.

  • Student moderately describes in detail how his or her peer performed compared to others or self.

    N/A at this time.

  • Student accurately describes in detail how his or her peer performed compared to others or self.

    N/A at this time.

  • Student lacks explanation of strengths in his or her and in a peer’s performance.

    N/A at this time.

  • Student limitedly explains strengths in his or her and in a peer’s performance.

    N/A at this time.

  • Student moderately explains strengths in his or her and in a peer’s performance.

    N/A at this time.

  • Student accurately explains strengths in his or her and in a peer’s performance.

    N/A at this time.

  • Student lacks explanation of areas to improve in both his or her and in a peer’s performance.

    N/A at this time.

  • Student limitedly explains areas to improve in both his or her and in a peer’s performance.

    N/A at this time.

  • Student moderately explains areas to improve in both his or her and in a peer’s performance.

    N/A at this time.

  • Student accurately explains areas to improve in both his or her and in a peer’s performance.

    N/A at this time.
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