Examplees of Performan
nce Evaluation Rubrics & Scalles: Drama 1 1
Office of Giftedd Educati on
Sppecificc Talen
nt Apttitude: Dram
ma
Exa
amples of Performan
nce Evaluattion Rubric
cs and Scalles
Identtification in th
he talent dom
mains requires the examinaation of a varriety of instru
uments and m
multiple pathw
ways that lead
d to ideentification. Talent domains include: vvisual arts, pe
erforming artss, music, dance, psychomo
otor, creativitty and leadeership. Often
n criterion‐ orr norm‐refere
enced assessm
ments are nott available in a talent area;; therefore peerformance evalu
uation is an im
mportant com
mponent in th
he body of eviidence. If datta from a valiid and reliablee test are nott available to demo
onstrate exce
eptional abilitty, two or mo
ore indicators in the perforrmance area m
may be used to meet iden
ntification criterria along with
h an exceptional rating on a norm‐referrenced observvation scale.
Performance
e Evaluation ‐ and •Staate or national ttalent contest ‐ top place or ranking and
d/or •Expert juried perfo
ormance (Advvanced or Distin
nguished) and
d/or
•Po
ortfolio review (A
Advanced or Disttinguished)
Norm‐Referenced O
Observatio
on Scale ‐ aand Criteri on/Norm‐
Refereenced Test*
•95th percentile or above onn norm‐referenced observation
n scale in area o
of talent
•95th peercentile or abovve on norm‐reeferenced creativvity test and/or
•Advancced/95% or abovve on approveed criterion‐referrenced specific ttalent test and//or
Speecific Talent A
Aptitude Viisual Arts, Perfo
orming Arts,, Mu
usic, Dance, Psyychomotor, Cr
Creativity, Leeadership •95th peercentile or abovve on cognitivee measure
*If criterrion‐ or norm‐reeferenced tests aree not available, two perform
mance evaluation
ns are required
d along with obsservation scale
Pracctitioner Tips
T
Fair, accurate and
d consistent e
evaluations off student worrk are critical to the screen
ning and identification pro
ocess. Trained
d indivviduals evaluaating student performance
e play a vital rrole in identify
fying talent, p
providing feed
dback to stud
dents, and helpiing educatorss and parents make approp
priate and infformed educaational decisions. Trained individuals in
nclude highly qualiified drama/theatre arts te
eachers and ccommunity acctors, expertss or practition
ners in the fieeld. The following questions may be useful for traained individu
uals to consid
der as they asssess drama p
performancess. Am I objective abo
out assessingg the natural aability of this student, regaardless of myy past knowledge of, or relationship with,, the student??  Am I assessing the aud
dition/perform
mance in com
mparison to otthers perform
med by studen
nts of a similaar age?  Am I assessing the aud
dition/perform
mance in com
mparison to otthers perform
med by studen
nts of similar experience?  Am I assessing the aud
dition/perform
mance in com
mparison to otthers perform
med by studen
nts of similar environment?  Have I had
d adequate experience ob
bserving stude
ent performeers to allow m
me to make vaalid compariso
ons?  Are my written comme
ents legible, cclear, understtandable and professional in tone and w
word choice??  Are my co
omments and
d criticisms sp
pecific and con
nstructive? March 2015 Examples of Performance Evaluation Rubrics & Scales: Drama 2 Performance Evaluation Measures
Drama Performance Evaluation—Ohio Department of Education Drama Student Profile Sheet This form may be completed by the student, teacher, or parent. Name of Student___________________________________ Age:_____________ Grade:__________ School District_________________ Building _________________ Completed by (Name) ___________________ Relationship to Student __________________ Date Completed __________________________ 1. Has this student taken private lessons? _______No ______Yes How many years?__________ 2. Name of troop or teacher__________________ Method_______________________ 3. Is this student enrolled in drama courses related to their area of identification? ________No ________Yes How many years?_____________ List courses taken or currently taking: Course Date Taken How often does class meet? _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ 4. Has this student had opportunities in class to discuss and critique drama? ______No ____________Occasionally ______________Often 5. 4. Does this student participate in drama‐based extracurricular activities or clubs? ___No _______Yes How many years? _____________ List them: Write additional relevant information on the back of this form or attach additional pages March 2015 Examples of Performance Evaluation Rubrics & Scales: Drama 3 Ohio Department of Education Rubric for Scoring Drama Performance Evaluation for Grades K-12
CRITERIA Physical Performance Imagination Improvisation Characterization EMERGING (0
Points)
Uses limited physical movement in performance. Voice sometimes difficult to hear or understand. TYPICAL
(1 Point each)
Vocal performance is audible and clear. Occasionally uses body and movement to enhance character. ABOVE AVERAGE (2
Points each)
Uses whole body and voice in performance, consistently uses voice and body to enhance character. Only with considerable assistance invents dramatic situations, original ideas, and unusual solutions
Spontaneously creates an ineffective improvisation as compared to those of students of the same age or experience With moderate assistance invents dramatic situations, original ideas, and unusual solutions
Spontaneously creates an acceptable improvisation that is typical of students of the same age or experience With minimal assistance invents dramatic situations, original ideas, and unusual solutions
Spontaneously creates an effective improvisation that is advanced for students of the same age or experience The character lacks clarity, is under‐ developed, and/or not very believable
The character has some clarity, is partially developed, and/or is somewhat believable
The character is generally clear, developed, and believable SUPERIOR (3
Points each)
Consistently commits voice and whole body to create a detailed and realistic performance, shows advanced physical coordination and vocal
Without assistance, independently invents dramatic situations, original ideas, and unusual solutions
Spontaneously creates a highly effective improvisation that is extremely advanced for students of the same age or experience The character is exceptionally clear, well‐ developed, and believable
March 2015 Examples of Performance Evaluation Rubrics & Scales: Drama 4 Engagement Performs with energy, Performs with little energy, Performs with some Performs with unusual focus and commitment focus, and/or commitment energy, focus, and energy, intensity, focus, commitment and commitment Technique Technique is superior Technique is typical of Technique is typical of Technique is advanced compared to students students of a younger age students of the same compared to students of the same age or or of less training age or training of the same age or training
training
Communication of Meaning Rarely uses voice, facial Sometimes uses voice, Generally uses voice, Consistently uses voice, expression, gesture, and facial expression, gesture, facial expression, gesture, facial expression, gesture, body movement effectively and body movement and body movement and body movement to communicate meaning effectively to effectively to effectively to communicate meaning
communicate meaning
communicate meaning
Over‐All Performance Performance is typical of Performance is typical Performance is advanced Performance is superior students of a younger age when compared with when compared with when compared with or students with less students of the same students of the same age students of the same age or training
training age or training
or training
Emerging Typical Above Average Superior Total Points Total Points
Total Points
Total Points
Scoring: Total Points
Screening Range: 15‐19 Total Points Identification Range: 20‐24 Total Points Signature:
Date:
CRITERIA EMERGING
(0 Points) TYPICAL
(1 Point each) ABOVE AVERAGE
(2 Points each) SUPERIOR
(3 Points each) Rater’s comments: March 2015 Drama Performance Rating Forms—Office of Academic Standards South Carolina Department of
Education 2007
Drama Audition Tasks Grades 1–12 GRADES 1–3 Students complete two tasks: Task 1. Portray a person involved in a specific action. [For example, show me the way that you would act out a small child playing with a ball] Task 2. Tell us one of your favorite stories. GRADES 4–8 Students complete two tasks: Task 1. Improvise a 30 second scene with beginning, middle, and end, in response to a given character and situation. [For example, you have misplaced your homework and you have to convince your teacher that you did it.] Task 2. Perform a one‐minute memorized presentation of a monologue or narrative. [Students will need advanced notice of this task prior to the audition in order to prepare their monologues] GRADES 9–12 Students complete three tasks: Task 1. Perform two one‐minute memorized and contrasting monologues. [Students will need advanced notice of this task prior to the audition in order to prepare their monologues.] Task 2. Improvise a one to two‐minute scene with beginning, middle, and end, in response to a given character and situation. [For example, you are on your first airplane flight and experience turbulence.] Task 3. Perform a 30‐second prepared pantomime with beginning, middle, and end of a person or animal engaged in an activity. [For example, you are a dog hiding a bone.] March 2015 Examples of Performance Evaluation Rubrics & Scales: Drama 6
Rating Form: Drama Audition Tasks Grades 1–3 and 4–8 Student: ___________________________________ Grade: ___________ Date: ________________ School: ____________________________________ School district: ___________________________ GRADES 1–3 Task 1. Portray a person involved in a specific action. [For example, show me the way that you would act out a small child playing with a ball] Task 2. Tell us one of your favorite stories. GRADES 4–8 Task 1. Improvise a 30 second scene with beginning, middle, and end, in response to a given character and situation. [For example, you have misplaced your homework and you have to convince your teacher that you did it.] Task 2. Perform a one‐minute memorized presentation of a monologue or narrative. [Students will need advanced notice of this task prior to the audition in order to prepare their monologues.] Using a 4‐point scale, with 4 as the highest, rate the student on each of the following items: Task 1
Task 2
Creativity Creativity Physical expression Physical expression Facial expression Facial expression Vocal expression Vocal expression Projection Projection Articulation Articulation Use of detail Use of detail Characterization Characterization Overall impression Overall impression TOTAL TOTAL ___ COMBINED TOTAL
Comments: _____________________________________________________________________________________
_______________________________________________________________________
March 2015 Examples of Performance Evaluation Rubrics & Scales: Drama 7
Rating Form: Drama Audition Tasks Grades 9–12 Student: ___________________________________ Grade: ___________ Date: ________________ School: ____________________________________ School district: ___________________________ Task 1. Perform two one‐minute memorized and contrasting monologues. Task 2. Improvise a one to two‐minute scene with beginning, middle, and end, in response to a given character and situation. [For example, you are on your first airplane flight and experience turbulence.] Task 3. Perform a 30‐second prepared pantomime with beginning, middle, and end of a person or animal engaged in an activity. [For example, you are a dog hiding a bone.] Using a 4‐point scale, with 4 as the highest, rate the student on each of the following items: Task 1, First Monologue
Creativity Physical expression Facial expression Vocal expression Projection Articulation Use of detail Characterization Overall impression TOTAL Task 2 Improvisation Creativity Physical expression Facial expression Vocal expression Projection Articulation Use of detail Characterization Overall impression TOTAL March 2015 Examples of Performance Evaluation Rubrics & Scales: Drama 8
Task 1 Second Monologue Task 3 Pantomime Creativity Physical expression Facial expression Vocal expression Projection Articulation _____ Use of detail Use of detail _____ TOTAL Characterization Overall impression TOTAL _____ Characterization _____ Physical expression _____ Creativity _____ COMBINED TOTAL Comments:
March 2015 Examples of Performance Evaluation Rubrics & Scales: Drama 9 Rubric for Rating Drama Audition Tasks Criteria Creativity Physical expression Facial expression Vocal expression Projection Articulation Emerging
1 point Minimally communicates character and/or situation Uses little or no gesture and physicalization to define the character and/or situation Basic
2 points Communicates
character and/or situation Uses limited gesture and physicalization to define the character and/or situation Uses little or no Uses limited facial facial expression to expression to define the character define the and/or situation character and/or situation Uses little or no Uses limited vocal vocal expression to expression to define the character define the and/or situation character and/or situation Speaks with Speaks with inaudible volume limited and making it inconsistent impossible for any volume, often audience members making it difficult to hear for the audience members to hear Uses diction that is Uses diction that largely unintelligible is inconsistent, to the audience making it difficult for the audience to understand Proficient 3 points Communicates fully‐developed character and/or situation Uses some gesture and physicalization to define the character and/or situation Uses some facial expression to define the character and/or situation Uses some vocal expression to define the character and/or situation Speaks with volume that can be heard by most of the audience members Uses clear diction that is understood by most audience members Advanced
4 points Fluently communicates unique fully‐
developed character and/or situation Uses gesture and physicalization to specifically define the character and/or situation Uses facial expression to clearly define the character and/or situation Uses vocal expression to clearly define the character and/or situation Speaks with volume that can be clearly and easily heard by all audience members Uses clear and effective diction that is easily understood by all audience March 2015 Examples of Performance Evaluation Rubrics & Scales: Drama 10 Use of detail Uses few or no details to define the character and situation Uses limited details to define the character and situation Characterization Character has not been developed Character is emerging, but not clearly defined Overall impression Demonstrates a Emerging level of accomplishment and potential within the discipline Demonstrates a Basic level of accomplishment and potential within the discipline Uses some specific details to define the character and situation Character is believable and fully developed through body and voice Demonstrates a high level of accomplishment and potential within the discipline members
Uses many specific details to define the character and situation Character is believable, fully and effectively developed through voice and body, and is driven by a clear objective Demonstrates a significant level of accomplishment and potential within the discipline Where can I learn more?
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Colorado Gifted Education Guidelines
Arts Education in Colorado Guidebook: http://www.cde.state.co.us/coarts/ArtGuidebook
Think 360 Arts: http://www.think360arts.org/
Colorado State Thespians http://cothespians.com/ March 2015