Assessment One:

Ballet Terminology Quiz:

I decided to assess knowledge of vocabulary through a multiple choice quiz because it seemed to be the most assessible option considering students had been working on a running vocabulary list that they kept in their journals for the duration of the semester so far. The multiple choice option allowed students to see the vocabulary in the format that was given to them.

The assessment consisted of 15 multiple choice question testing the dancers knowledge of placements, positions, and directions. There was also a bonus fill in the blank question inquiring information on a popular performance discussed in our last lecture.

This assessment was used to test memorization and utilization of vocabulary.

Differentiation:

Student A:

1. Could take the assessment in the time span of an average independent study period (at the end of class) spanning 25 minutes.

2. Took the assessment in the room with classmates, spread out

3. Took the assessment in a written format and could log their own answers.

Student B:

1. Received the assessment at the beginning of class with no expectations on time-limit but rather we would move on once everyone has completed.

2. Conducted assessment in the hallway with the instructor

3. Had the choice between a written format, a digital format, or having the assessment facilitated by the instructor

Student B received accommodations and modifications to the assessment based on IEP expectations and guidelines. The IEP stated that this student had the right to an alternate testing environment, to have the assessment read to them, extended time, and to be able to used assistive technology if preferred (text to voice function)

Both students scored a 20/25

Reflection:

I believe offering multiple formats for assessment is an effective standard practice. These alternative assessments still rely on the dancer to understand and grasp the information but it allows them to access that memory bank and what the assessment is actually challenging in a more efficient manner. My students are aware that these options are available to all of them if they decide that one would be more suitable to them over the other and I hope that more learning environment move in this direction. It typically means we have to dedicate a day to taking assessments and go in small groups but I say it's worth the work arounds.

Assessment Two:

Rubric For Benchmark Assessment (Skills Check):

Scaled rubrics are a practice I often use for a quick and efficient formative assessment. The below is an example of what I would use in a traditional technique assessment of a western concert style. This is a rubric I feel I could utilize with Student A and they have a chance at being successful. What I've learned is that there is not one way to learn dance and there is not only one way to showcase proof of learning. I've altered this assessment over my teaching experiences to accommodate the diverse learner  which is what you see presented in option two. Option two is what I default to now-a-days because it encompasses many different learning outcomes and allows flexibility for differing learning experience. Student B would not be successful under the stiff and limiting vocabulary shown in Rubric 1.

Traditional Technique Assessment:

By use of informal observation, the instructor will determine the progress of the student's technical and artistic development. What does it mean to possess artistry? How can we show that with our bodies? In what ways can a dancer demonstrate their knowledge of the learned aesthetic? (Scale)

Scale (Low to High) -  1 2 3 4 5 :

____ Student demonstrates learned technique (specified skill) proficiently

____ Student showcases uniformity in the production of movement

____ Student has shown mastery in skill development

____ Student uses provided vocabulary to describe technique

____ Student showcases learning through performance of technique or skill

COMMENTS:

vs our adapted mindset and altered technical assessment:

Assessment: Development of Artistry and Technique

By use of informal observation, the instructor will determine the progress of the student's technical and artistic development. What does it mean to possess artistry? How can we show that with our bodies? In what ways can a dancer demonstrate their knowledge of the learned aesthetic? (Scale)

Scale (Low to High) -  1 2 3 4 5 :

____ Student demonstrates a kinesthetic awareness of learned techniques

____ Student showcases individuality in their production of movement

____ Student has shown progress in technical development or skill accomplishment

____ Student can verbally articulate knowledge of the movement aesthetic

____ Student showcases effort and accountability when learning 

COMMENTS:

Differentiation:

1. Language in first rubric is specific to the accomplishment of skill and does not encompass understanding or articulation.

2. Rubric Two could be used for alternative assignments verbal or written and Rubric One refers specifically to the physical practice.

3. Rubric Two meets the needs of more learners within a spectrum of abilities whereas Rubric One seems tailored to the accomplished mover.

Reflection:

Since I have mostly moved over to using assessment two over assessment one, for reasons listed above, my example of using one over the other only further validated my decision to do so. When dancers are scored on the first rubric, it shift the value of self-exploration and discovery to becoming skill driven and in my experience those dance spaces are much less effective and fulfilling than the latter. Using rubric two creates more opportunities for success and growth. If ever there is a moment where I need for an entire class to master one specific skill - I'd try out Rubric One with some language tweaks however, I feel that Rubric Two most aligns with my classroom values and teaching methods.