Assessment Mind Map of Assessment & Assessment in Dance Education

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Assessment Mind Map of Assessment & Assessment in Dance Education by Mind Map: Assessment Mind Map of Assessment & Assessment in Dance Education

1. Assessment FOR Learning in general & in Dance

1.1. Tasks designed to help students learn as we go along in a course of study.

1.2. Tasks can be both FOR learning and AS learning since students can monitor their own learning and improve upon what they know. More on AS learning below.

1.3. FOR Learning assessment examples for a variety of courses, including Integrated Arts courses: -Kahoot quiz reviewing for a test or checking for student understanding as you go along if terminology or concepts are required to be learned but students prefer to learn the terms in a game-like fashion; -Reading Quizzes that are not evaluated for the purpose of determining if students have read the content well enough to summarize what they read would work for an English course for instance, for an Arts Integration unit, students could provide summaries in the form of dramatic monologues or as a series of tableaux, which could also be effective in a Dance-Music unit as students could choreograph and tell a story using poses they would hold together; -Writing summaries and learning logs so that the teacher can see that the student understands what was read or learned in an English classroom, but an alternative for a Visual Arts-Dance class, perhaps students could interpret a work of art by a famous painter or artist, with a dance number choreographed or a song that students were to complete an original score for. *The above activities could be prepared by students for teachers and their peers to give them helpful descriptive feedback in order to improve on their next big project with similar skills required.

1.4. Assessment for learning might include...

1.5. reflects a view of learning in which assessment helps students learn better, rather than just achieve a better mark

1.6. involves formal and informal assessment activities as part of learning and to inform the planning of future learning

1.7. includes clear goals for the learning activity

1.8. provides effective feedback that motivates the learner and can lead to improvement

1.9. reflects a belief that all students can improve

1.10. encourages self-assessment and peer assessment as part of the regular classroom routines

1.11. involves teachers, students and parents reflecting on evidence

1.12. is inclusive of all learners. source: NSW Syllabus :: Assessment for, as and of Learning

2. Assessment AS Learning in general & in Dance

2.1. AS Learning assessments can be opportunities for students to analyze their own learning through self and peer assessment. Students can keep a checklist or a journal for an entire unit and write down what has been covered in lessons, and overall what was learned. A journal could also help students determine what aspects to study further in another project to come. AS Learning tasks can be as simple as a checklist or a sheet that helps students complete a task step by step (i.e., essay writing process- first beings with a brainstorm and essay outline, followed by a more complex outline etc.)

2.2. Assessment as learning occurs when students are their own assessors. Students monitor their own learning, ask questions and use a range of strategies to decide what they know and can do, and how to use assessment for new learning.

2.3. Assessment as learning:

2.4. encourages students to take responsibility for their own learning

2.5. requires students to ask questions about their learning

2.6. involves teachers and students creating learning goals to encourage growth and development

2.7. provides ways for students to use formal and informal feedback and self-assessment to help them understand the next steps in learning

2.8. encourages peer assessment, self-assessment and reflection.

2.9. Examples of Assessment AS Learning in Dance:

2.10. Self Assessment of checklist or rubric criteria before evaluation; multiple chances for students to practice in front of themselves and others for the purpose of descriptive, helpful feedback in a non-judgmental, non-evaluative manner; Reflective writing journals or reflective art pieces to help students consolidate their learning or to help the student plan out their next big project using important terminology and ideas they would like to include.

3. Assessment OF Learning in general & Examples in Dance

3.1. Evaluation of Student Work Various activities and projects can be evaluated for the purpose of providing students with feedback based on how they expressed their understanding of course material. Rubrics and checklists before and after project will help students assess themselves as they go along (OF learning and AS learning), and once they are ready to submit their work, their final project is evaluated (OF learning).

3.2. Assessment of learning assists teachers in using evidence of student learning to assess achievement against outcomes and standards. Sometimes referred to as ‘summative assessment', it usually occurs at defined key points during a unit of work or at the end of a unit, term or semester, and may be used to rank or grade students. The effectiveness of assessment of learning for grading or ranking depends on the validity and reliability of activities. Its effectiveness as an opportunity for learning depends on the nature and quality of the feedback. (https://syllabus.nesa.nsw.edu.au/support-materials/assessment-for-as-and-of-learning/)

3.3. Assessment of learning:

3.4. is used to plan future learning goals and pathways for students

3.5. provides evidence of achievement to the wider community, including parents, educators, the students themselves and outside groups

3.6. provides a transparent interpretation across all audiences.

3.6.1. Examples of Assessment OF Learning in Dance: -Assessing original choreography prepared by students; -Assessing student technique per dance form with checklists and rubrics as initially provided with students -Assessing students with an integrated arts unit that could include music- preparing their own beats with different instruments, or perhaps dramatic arts to act out a scene that is depicted in a song lyric as prepared by students; students are free to creative in preparing a final product that demonstrates what they have learned overall. -Assessing learning skills with forms to provide a level for each student and their work ethic overall in Dance or other courses as well would be useful in encouraging student engagement and involvement.