Assessment - Impact on Students in Middle School Dance
Assessment is determining what students already know, have learned, and need to learn. Progress recognition is the driver of assessment. How can students demonstrate their level of understanding? In dance, feedback and assessment are designed to add value, support, and provide growth opportunities. For students, assessment should determine what students already know, have learned, and need to learn. Assessment is not a personal attack toward students; any feedback should be thoughtful and meaningful. It should contribute to the student/teacher relationship as part of a culture of trust and security.
Assessment in the Dance Classroom - Video Overview
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Formative Assessment
Formative Assessments are checks for understanding that happen periodically throughout a lesson/unit. The data will reveal if the skill/content is: 1) below mastery, 2) mastery, or 3) above mastery and will guide where the teacher goes next in the lesson/unit. For the students, formative assessment utilizes their analytical, critical thinking, and self-reflection skills as they determine their current understanding of the skill/content in the lesson/unit. Formative assessment facilitates student acknowledgement of their learning and encourages ownership of their progress towards mastery.
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Summative Assessment
Summative assessments typically happen at the end of a lesson/unit and are the cumulative comprehension of the skill/content. The assessment data will reveal the level of knowledge/skill gained by the student upon completing the lesson/unit. The data may also reveal which students need targeted re-teaching of the skill/content, which students may need clarification of a few misconceptions to reach mastery level, which students have reached mastery level, and which students are above mastery level and need an extension of the topic to increase their knowledge level.
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| 7.D.PR.1.4 Utilize healthy practices and sound nutrition in dance activities and everyday life. Discuss benefits of practices and how choices enhance performance. |
| Formative Assessment
Students will draw three story-board scenes (either with paper and colored pencils or through Storyboard That) showing healthy practices or sound nutrition in everyday life. Students will present their storyboards to discuss benefits of the practices and how choices enhance performance.
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| 7.D.CR.1.1 Compare a variety of stimuli (e.g., music, observed dance, literary forms, notation, natural phenomena, personal experience/recall, current news, social events) and make selections to expand movement vocabulary and artistic expression. |
| Summative Assessment
Students work in partners or small groups and draw on stimuli to expand the choreography base (choreography that everyone in the class already knows like warmup movement) while incorporating their artistic expression. Upon completion, each group performs for peer evaluation utilizing a rubric. Discussion after the performance facilitates comparison of the variety of stimuli.
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| 7.D.RE.1.2 Compare and contrast how the elements of dance are used in a variety of styles or cultural movement practices using appropriate terminology. |
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Formative Assessment
Students will compare and contrast salsa vs capoeira using a Five Elements of Dance comparison chart and dance terminology word bank. When completed, students exchange their chart with a partner and discuss what they identified during their compare and contrast time.
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| 7.D.CN.1.2 Conduct research using a variety of resources to find information about a social issue. Use the information to create a dance study that expresses a specific point of view on the topic. Discuss whether the experience of creating and sharing the dance reinforces personal views or offers new knowledge and perspectives. |
Summative Assessment Students work with a partner to conduct research using a variety of resources to find information about a social issue. They use the information to create a dance study that expresses a specific point of view on the topic- one partner is “pro” and the other partner is “con.” Students maintain a journal through the research and choreographic experience. Students submit a reflection paper to discuss whether the experience of creating and sharing the dance reinforces personal views or offers new knowledge and perspectives.
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