Assessment Tool Overview

Assessm
Fo
ent Tool Outcomes Brief Description r
AS OF
Title
Throughout the unit I will be
Progress reviewing daily outcomes for each
Checklist lesson to see what progress my
3,5,9,10,13,14,15,17,
students are making with each SLO. I X
20,21,22,24,25
Formative will review them at the end of the
N/A unit to see whether my students
have progressed or not.
Theatre
Fundamen
tals Quiz Students will be quizzed on the
fundamentals of improvisation
13 X
Summativ (blocking, accepting, wimping and
e advancing).
15%

The students will record their

thoughts, observations and goals
Drama throughout the unit. These journals
Journals will only be shared with the teacher.
(Pre- May be guided by prompts. This item
assessme is an example for learning and will
nt) be use for pre-assessment to provide
the teacher with a snap shot of what
5,9,15,19,24,33 X X X
the students already know about the
content. It is also an example of as
learning because it will allow the
Summativ students to thinking about his/her
e own learning and reflect on their
10% thoughts, observations and goals.
These will be marked based on
completion.
Theatresp
orts Quiz
Students will be quizzed on the rules
Summativ GLO II X
and regulations of Theatresports.
e
15%

Theatresp 3,5,9,10,13,14,15,17, The students will create and perform X

orts 20,21,22,24,25 Theatresports correctly. This item is
Challenge an example of learning because it
Performan will inform the teacher whether or
ce not the students have reached the
Summativ learning outcomes and students will
e be given a score/grade.
50%
For two days, the students will have
the opportunity to review
Review improvisation fundamentals,
Day (Pre- Theatresports rules and
assessme improvisation game. This item is an
nt) 1,3,5,9,10,13,14,15,1 example for learning because it
7, makes students skills and X X
20,21,22,24,25 understanding visible. This will help
create an example as learning
Formative because students will be able to
N/A reflect on whether or not they are
prepared to take part in the final
performance.
Participati
on
Students will be marked on their
Summativ Pre-assessment X
participation during every class.
e
10%
 Level 5 Level 4 Level 3 Level 2 Beginning Level 1 Insufficient
Exceptional Proficient Progressing
Applying Student applies Student applies Student applies Student applies Student does not
Improvisation improvisation improvisation improvisation improvisation apply improvisation
fundamentals fundamentals fundamentals fundamentals fundamentals
Fundamentals (accepting, blocking, (accepting, (accepting, blocking, (accepting, blocking, (accepting, blocking,
7. Use stage wimping and blocking, wimping wimping and wimping and wimping and
vocabulary: stage advancing) with and advancing) advancing) with advancing) with advancing). Not
areas exceptional with proficient partial mastery in limited mastery in enough information.
13. Recognize the performance skills. performance skills. performance skills. performance skills.
techniques of
offering, accepting,
advancing and
blocking.

Understanding Student understands Student Student understands Student understands Student does not
& Applications and applies the rules understands and and applies the rules and applies the rules understand or apply
of Theatresports with applies the rules of of Theatresports with of Theatresports with the rules of
of exceptional Theatresports with partial mastery in limited mastery in Theatresports. Not
Theatresports performance skills. proficient performance skills. performance skills. enough information.
Rules performance skills.

Working in Pairs Student works Student works Student works to Student works Student does not work
& Groups While exceptionally in pairs proficiently in pairs some degree in pairs inadequately in pairs in pairs and groups
and groups by and groups by and groups by and groups by and does not
Contributing contributing contributing contributing contributing very contribute ideas,
Ideas, Energy & imaginative ideas, acceptable ideas, somewhat little or no ideas, energy and focus to
Focus energy and focus to energy and focus to reasonable ideas, energy and focus to the scenes.
4. Create the scenes. the scenes. energy and focus to the scenes.
experiences the scenes.
through imagining,
visualizing &
fantasizing.
11. Create a
dramatic situation
in response to
varied stimuli
20. Enter & exit in
character.
25. Demonstrate
understanding of
focus and the
processes of
sharing, giving,
and taking.
Sustain & Student is able to Student is able to Student is able to Student is beginning Student is not able to
Create sustain and create sustain and create create somewhat to develop an sustain or create
exceptional and well decent and believable understanding of character(s). Not
Character(s) rounded characters acceptable characters but is not how to sustain and enough information.
4. Create throughout the characters able to sustain them create a character
experiences scenes. throughout the throughout the with limited mastery.
through imagining, scenes. scenes.
visualizing &
fantasizing.
12. Make logical
choices within the
boundaries of
situation &
character.
14. Use varied
stimuli for
character.
15. Use the body &
body language to
enhance
characterization.
19. Discover how
feelings affect a
character.
21. Sustain a
character
throughout an
exercise or scene.
22. Create
business
appropriate to
character and
situation.
Communicate a Student is able to Student is able to Student is able to Student is somewhat Student is not able to
Clear communicate a clear communicate a communicate a clear able to communicate communicate a clear
beginning, middle clear beginning, beginning, middle a clear beginning, beginning, middle and
Beginning, and end during a middle and end and end during a middle and end end. Not enough
Middle & End scene with during a scene with scene with partial during a scene with information.
5. Create & tell a exceptional proficient mastery in limited mastery in
story performance skills. performance skills. performance skills. performance skills
spontaneously.
9. Communicate a
clear beginning,
middle & end in
spontaneous and
planned scenes
Reflection Student is able to Student is able to Student is able to Student is able to Student does not
33. Critique the reflect upon his or reflect upon his or reflect upon his or reflect upon his or reflect upon his or her
work of self & her own performance her own her own her own own performance.
others through with exceptional performance with performance with performance with
observation. insight. proficient insight. partial insight. limited insight.
 Student Student Student Student Student Student Student
The student demonstrates Comments:
the ability to:

Orientation SLOs

1. Understand and
respond to classroom
rules, procedures and
routines.

2. Demonstrate a
responsible attitude
toward physical and
emotional safety and
comfort of self and
others.

3. Demonstrate
respect for
equipment, resources
and facilities.

4. Respond
appropriately to
establish control
signals.

5. Participate
positively in classroom
activities.

6. Display appropriate
classroom and
audience behaviour.

8. Share ideas
confidently with
others.

10. Listen effectively.

14. Work
cooperatively and
productively with all
members of the class
in pairs, small groups
and large groups
Excellent = E
Good = G
Satisfactory = S
Needs Work = NW
Not Enough Information = X