Q1) Why is it necessary to assess?

1) To get feed back on students learning

An important reason to assess student learning is to find out how well students are
learning —to what degree are they accomplishing the learning outcomes we hold for
them.

2) To get feedback on teachers teaching and curriculum

Ongoing assessment of student learning allows us to engage in continuous quality

improvement of our programs. Even when our evidence shows that students are
doing well and achieving the desired learning outcomes, we can always do better.
We are always seeking to foster student success and support continued learning
and development—assessment of student learning gives us useful information helps
us continue to improve in our efforts.

3) To have better understanding of, what is important to teach and learn

The process of developing assessment plans, assessment tasks, and scoring rubrics
also provides an opportunity for discussion among faculty, staff, and students about
what is important to learn. When there is so much that could be highlighted, how do
instructors and programs decide what is worthy of their limited time with students? How
do students become aware of the skills they are developing across their experiences at
an institution?

Thus, assessment’s helps to develop clear and specific Students learning outcome.

And clearly defining specific” students learning outcome” and building the lesson plan
keeping that in mind will remarkably increase the chance of achieving desired output.

4) Brining all teachers on same page thus helping to standardise and improve
quality at a larger scale

Especially when the institution is huge and there are multiple teachers teaching similar
lessons, assessments help to keep teaching time bound, sets a quality benchmark,
helps to standardise teaching content and methods and thus make teachers
accountable.

5) To provide evidence of improvement

Finally, we also assess student learning because, for better or worse, we are often
required to provide evidence that students are gaining value from the experiences we
provide. Parents, governing boards, lawmakers and students themselves increasingly
want to know what students learn from our programs. Accreditation bodies also require
that we provide evidence that we are thoughtful about what we want students to learn,
that we gather evidence to help us understand our students’ learning, and that we use
the information we gather to improve our programs.

Q2 What are the two types of assessments

1) Formative
2) Summative assessment

Formative assessment

Formative assessment is often called on-going or assessment for learning (AFL). As

the name suggests, it is used to form and change the learning process in order to
achieve better results. It is the sort of assessment that we do on a daily basis. It is
closely related to the feedback pupils receive during lessons and indicates if they are
doing good or wrong. This is done at a micro-level every time we indicate that
something is wrong” Simply said, it is a piece of information about how successful a
piece of learning has been and what they should work on in the future. This does not
only give feedback to the students, but also helps the teacher realize which elements
he or she should concentrate on more and which aspects he or she succeeded in. We
may therefore say that this type of assessment is both learner and teacher centered.
Both students and the teacher have a clear overview of which aspects they should
concentrate on more in order to prepare for summative evaluation that will occur during
the school year.

What are the ways to conduct formative assessment in a dance class and give
feedback

1) Doing choreography in small groups so you can give individual or group specific
feed back
2) Once the choreography is taught children could also perform solo and teacher
can give specific feedback and correction.
3) By allowing children to dance by themselves and check how much are they able
to do and than filling up gaps where ever needed
4) By asking questions about the step detailing or about the desired learning
outcome and thus drawing their attention on the same
5) Recording videos of students and showing them with specific feedback

Summative assessment

Summative assessment is often compared and contrasted with formative assessment.

As indicated by its name, its main purpose is to sum something up, usually pupils
performance, for example at the end of the semester, school year or after some other
given period of time. The feedback the pupils and teacher receive is usually final and
post-learning, there might not be another chance for the learner to improve the results.
However, a summative assessment can easily be turned into formative. A test that was
originally designed as summative can easily be used as formative assessment.

Different ways in which summative assessments can be taken in dance class

1) End of the year performing a full choreography while teacher checks then on
desired learning outcome.
2) Asking children to give a written test on dance technique learned
Assessment

9594925865- madumita call

Formative / Summative assessments Parameters / Defining skill levels in Dance

Name of 1.Technical Fitness 3.Performance 3.Fitness 4. Knowledge 5. Learning new 6. Dance 7. Group Total Marks
students skills Skills level of skills creation work /
/Criteria 1.1 Follow Choreography Skill Level
for 1.1 Dancing rules( 2.1 Eye contact 3.1 Strength 5.1 adaptability to 6.1Body 7.1
marking big and 4marks) 2.2 Confidence 3.2 Stamina 4.1 Memory/ changes and 6.2Energy leadership
energy level 1.2 Stays on 2.3 Facial 3.3Flexibility 4.2 Execution different dance 6.3 Space skills Out of 100
1.2 Good dancing expression 3.4 Agility with detailing forms 6.4 Time
posture spot ( 4 2.4 Engaging 5.2 incorporating 6.5 Presentation
1.3 Sharp & marks) quick changes 6.6 team player
clean 1.3 Stays 16 ( 4 marks
movements focused 16 ( 4 marks each) 8 ( 4 marks
1.4 each) each) 12 ( 2 marks
Musicality 8 ( 4 marks each) each) 8

20 ( 5 marks
each)
12 marks
1. 5 4 4 3 4 1 25
Nikita 4 4 3 4 3 2 8 Level-
4 3 4 2 Intermediate
3 5 4 1 L2
Total- 16 Total-17 Total -16 Total -7 Total 7 1 (IL2)
Total-7

Report & teacher’s Comments

Total marks- Skill Level
Assessment criteria’s
1.Musicality – 1.5
2. Facial expression 2.3
76-Intermediate Level 2 ( IL2)
Suggestions for improvements
--Listen to song multiple times and try finding different layers of music/
--Choreograph a dance using different layers of music/
--Count and clap with music
--Learn to give starting cue for dance
--Listen to different genre of music
--Once you know the dance routine start practicing your emotion as well, with every steps
--Making smiling part of your dance routine in case it doesn’t come naturally
-- In front of the mirror practice different emotion- sad, happy, joy, etc/
--As we practice and learn steps as performer we also need to practice and learn required
facial expression with each step and choreography.
--Every time you perform in classroom imagine yourself on stage performing in front of
huge audience
 Levels Marking
Beginners Level 1 ( BL1) 0-20
Beginners Level 2 (BL2) 20-40
Intermediate Level 1 (IL1) 40-60
Intermediate Level 2 (IL2) 60-80
Advance Level (AL) 80-100
Se no Assessments Criteria Checking criteria Suggested technique for improvement
1.Technical skills
1.1 Dancing big and good 1) Able to perform contrasting move, Eg:- 1)Building muscle memory for standing wide
energy small & big, Up & down, Right and left etc Move quickly between 2) increasing strength and stamina
contrasting move if required/ 3) working on improving posture
2) Good posture with chin up and chest open/ 4) working spray technique
3) Good stamina &Strength
4) Spray technique
1.2 Good posture 1) Look straight, neck long 1) Back straight
2) Shoulders pressed down 2) Chin up, learn to engage the core
3) chest open- engaging back muscle 3) Chest open
4) core lifted 4) Work on Over body strength to hold it up right
5) Back straight and naturally arche 5) Body conditioning exercise
6) Able to hold the posture while dancing

1.3 Clean and sharp movement 1) Body strength 1) Work on strength

2) Body coordination 2) Practice small sequence keeping clean moves and
3) Body isolation ( head, shoulders, chest & hips) sharpness in mind multiple times
4) Understanding weight shift 3) Work to build clean and sharp moves by
5) Spray technique practising it with one body parts – hands, legs,
6) Engaging core- centring head etc)
7) Focused moved – poiting movement

1.4 Musicality 1) Able to follow the counts/ beats 1) Listen to song multiple times and try finding different
2) able to understand different layer in a track layers of music
3) Able to start without cue 2) choreograph a dance using different layers of music
4) Count the same music fast as well as slow 3) count and clap with music
5) Understand and catch accents through movement 4) learn to give starting cue/ listen to different genre of
6) Can change the movement with the change in music music

4.Knowledge of the choreography

4.1 Memory 1) Can give a full solo dance performance of 2 to 3 mins 1) Know the song and lyrics
without help or cues by end of the term ( full 5 marks) 2) Do the choreography with counts with special
2) Can perform the full solo dance performance of 2 to 3 emphasis on transition
mins solo by just 4 to 5 cues by end of the term ( 4 3) Sing and dance along
marks) 4) Simply doing the choreography again and again
3) Can give half dance performance 1 to 2 mins ( 3 marks) by making the child send in first line
4) Can perform the full solo dance performance of 1 to 2
mins solo by just 4 to 5 cues by end of the term ( 2

4.2 Execution with detailing
5.1 Can be good at one dance
form but able to adapt to
other different dance
forms
5.2 incorporating quick changes
marks)
5) Remembers only the repetitive choreography of the song.
( 1 mark)
1) Able to remember and execute the minute details in
choreography while dancing with regards to hand, head,
body alignment, footwork etc
2) Take corrections with regards to detailing a choreography
5. Learning new skills
1) Contemporary
2) Jazz
3) hip hop
4) Bollywood/ free style
5) Folk
1) Able to learn new routine quickly
2) Able to adapt to changes in dance routine easily ( unlearn
and relearn)