Drama Rubric and Final Evaluation Form

After completing my practicum in November, I was given the opportunity to complete my first portfolio entry in class. This entry reflects my learnings from my grade one practicum.

"The included artifact is one of the assessment methods that was used for the integrated unit based on the book Don't Need Friends. Students engaged in several role play activities, with an ongoing formative assessment. They did one dress rehearsal and then were given feedback, before a final performance. Final marks were based on this rubric and accompanying evaluation/comments sheet. This artifact constitutes Professional Knowledge, as it was developed after reading Growing Success with several models for assessment in mind. With regards to Professional Practice, this was the final assessment piece for the drama unit. It was developed with the curriculum in mind. Students were also told the success criteria for the performances, and "good audience member/good performer" anchor charts were constantly reinforced.

In order to develop this rubric, I had to examine the curriculum, Growing Success and consider what reasonable expectations would be for first grade students embarking on a drama unit. One challenging aspect about creating this rubric, was looking at words like 'some understanding' and 'limited understanding' and trying to understand what that meant within different categories of assessment.

After developing the rubric based on my expectations/curriculum expectations and by extrapolating on/adding to/altering pre-existing rubrics, I got feedback from my associate teacher. In this way, I was able to gain knowledge about assessment methods and improve.

Transparency and having expectations pre-planned in order to facilitate student learning and lead them to a final goal, required a lot of pre-planning and 'reading' of my students, to gauge where they needed to go net and what their needs were. One question I have is how one would create rubrics or assessment methods for other subjects. I expect this is an experience (the creation of rubrics) that time will rectify. I will continue to develop assessment/marking and feedback strategies by reading resources, speaking with peers and getting feedback. Assessment is an integral aspect of teaching."

Revisiting this portfolio entry, I have since had more experience in marking and creating rubrics (and checkbrics). During my second practicum, I frequently used methods of assessment as, for and of learning in order to best respond to the needs of my students. Never-the-less, I feel that this area (like classroom management) is one in which an educator can always improve.

	Level 1	Level 2	Level 3	Level 4
Uses voice appropriately (pace, emotion and volume)	Student does not contribute to drama presentation by using his/her voice at all, or is not audible	Student demonstrates some understanding of how to use voice in a drama presentation. (for example by exhibiting one of the voice traits listed)	Student demonstrates considerable understanding of how to use voice in a drama presentation. (for example, by utilizing two of the vocal traits)	Student demonstrates high degree of effectiveness in using his or her voice in a drama presentation. (speaking with feeling, emotion and appropriate volume)
Adopting a role/staying in role	Student does not act as the role they were assigned, student is either not involved in the play or is off-topic	Student demonstrates some understanding of staying in role.  (eg. the student says lines that apply to their role play, however sometimes they might say lines that are not relevant)	Student demonstrates a considerable understanding of staying in role. Might be prone to an occasional lapse of character (eg. giggling when not appropriate)	Student demonstrates a high degree of effectiveness in staying in role.
Narrative with beginning, middle and end	Student presentation is not a narrative with a beginning, middle or end. Little sense can be made of the ‘story’.	Student demonstrates some understanding of narrative. For example, students might present a conflict without a solution.	Students demonstrate considerable understanding of narrative; their narrative contains a beginning, middle and end.	Students demonstrate a high degree of understanding of narrative. Students have a well developed story with a distinct beginning, middle and end.
Uses puppet appropriately (opening the mouth flap to speak, turned towards the audience, staying behind the diorama)	Student is not staying behind the diorama, is not opening their mouth flap for their puppet to speak, and is frequently/always turning their puppet away from the audience, ect.	Student demonstrates some understanding of using a puppet appropriately during a performance. For example the student might exhibit some of the traits, and not others.	Student demonstrates considerable understanding of using a puppet appropriately during a performance. (Student might be prone to one or two small instances of not following these traits)	Student demonstrates a high degree of understanding concerning how to use a puppet appropriately.
Reflects on self as performer/audience member	Does not complete a self-assessment/incomplete self-assessment and student show any degree of reflection on performance	Completes self-assessment; however the self-assessment does not in any way match with teacher observations.	Completes self-assessment and assessment is relatively consistent with teacher observations.

Name ___________________________

Uses voice appropriately	Adopting a role/staying in role	Narrative with beginning, middle and end	Uses puppet appropriately	Reflects on self as performer/audience member

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