Assessment & Grading
Assessment
Part of the artistic process is a cycle of assessment/reflection and revision/growth. Assessments are used for grading skill development, but more importantly, are viewed as an integral part of our creating, performing, and reflecting process.
Assessment is integrated throughout class for the purposes of guiding student work, self-assessment, peer-assessment and teacher feedback.
Assessment tools:
- Performance checklists & rubrics
- Reflection journals
Report Card Standards
Student report cards reflect progress in the following areas:
Habits for Learning
- Listening Attentively - listens during discussion, follows narrator, follows directions, shows attentive audience etiquette for peers
- Working Cooperatively - shows willingness to cooperate, speaks kindly to others, follows directions, plans & practices effectively with small group (grades 3-5)
- Participating Actively - shares ideas during discussion, participates in warm-ups, group work, and other performance activities
Drama/Theater Content Standards
- Uses drama tools, skills, and process to create/perform
- Identifies and comprehends drama/theater vocabulary
Achievement Levels
Secure: Student has mastered the habit/standard. They need little to no teacher support to demonstrate the habit/standard. (They can even be a mentor for others).
Developing: Student has understanding is making progress in demonstrating the habit/standard. Teacher support is still needed.
Beginning: Student is just beginning the process of demonstrating the habit/standard. A significant amount of teacher prompting and support is needed.
N/A (not assessed) - Student has missed 50% or more of drama class (for interventions, absence, or other enrichments). Therefore, they were not assessed for those standards.