Day 2 DTAD 107

Dance Pedagogy and Assessment

DR. CHIEDEL JOAN G. SAN DIEGO

Executive Council Member
NCCA National Committee on Dance
1. How can the selection of assessment
tools affect the evaluation of learning
dance?
2. How are governing laws, policies,
memorandum orders, rules and
regulations can be properly executed in
the national program of government?
BY EVELYN BIRDWELL
Assessments are an important
part of the learning process. It is a
delicate balance of assessments
that promotes student mastery of
the learning objectives
1.Assessment for Learning
2.Assessment of Learning
3.Assessment as Learning.
 Instructional Strategies: Assessment as Learning—The use of
ongoing self-assessment by students in order to monitor their own
learning, which is ―characterized by students reflecting on their
own learning and making adjustments so that they achieve deeper
understanding.‖
 Formative: Assessment for Learning—The teacher uses it to guide
instruction. The information is used by the teacher to inform
instructional practices of Tier 1 instruction. It is used to check for
student understanding of the concepts of the lesson within a unit of
study, and it provides guidance for changes in instructional
practices in instruction or a need for differentiation, a different
approach to teaching the content, or look to provide tiered support.
 Summative: Assessment of Learning—The information is used by
teachers, building leaders, and district leaders to evaluate student
understanding against the curriculum and instructional practices.
 Pre-assessment or diagnostic assessment
Before creating the instruction, it’s necessary to know for
what kind of students you’re creating the instruction. Your goal
is to get to know your student’s strengths, weaknesses and the
skills and knowledge the posses before taking the instruction.
Based on the data you’ve collected, you can create your
instruction.
 Formative assessment
Formative assessment is used in the first attempt of
developing instruction. The goal is to monitor student learning
to provide feedback. It helps identifying the first gaps in your
instruction. Based on this feedback you’ll know what to focus
on for further expansion for your instruction.
 Summative assessment
Summative assessment is aimed at assessing the extent to
which the most important outcomes at the end of the instruction
have been reached. But it measures more: the effectiveness of
learning, reactions on the instruction and the benefits on a long-
term base. The long-term benefits can be determined by
following students who attend your course, or test. You are able
to see whether and how they use the learned knowledge, skills
and attitudes.
 Confirmative assessment
When your instruction has been implemented in your
classroom, it’s still necessary to take assessment. Your goal with
confirmative assessments is to find out if the instruction is still a
success after a year, for example, and if the way you're teaching
is still on point. You could say that a confirmative assessment is
an extensive form of a summative assessment.
 Norm-referenced assessment
This compares a student’s performance against an
average norm. This could be the average national norm for the
subject History, for example. Other example is when the
teacher compares the average grade of his or her students
against the average grade of the entire school.
 Criterion-referenced assessment
It measures student’s performances against a fixed set of
predetermined criteria or learning standards. It checks what
students are expected to know and be able to do at a specific
stage of their education. Criterion-referenced tests are used
to evaluate a specific body of knowledge or skill set, it’s a test
to evaluate the curriculum taught in a course.
Ipsative assessment
It measures the performance of a student
against previous performances from that
student. With this method you’re trying to
improve yourself by comparing previous
results. You’re not comparing yourself against
other students, which may be not so good for
your self-confidence.
 Project Dance Rubric Checklist.doc
Policy Guidelines on Classroom
Assessment for the K to 12 Basic
Education Program
Classroom Assessment
-an ongoing process of identifying,
gathering, organizing, and
interpreting quantitative and
qualitative information about what
learners know and can do.
 For Kindergarten
◦ Issued in a different Memorandum or Order
 For Grades 1 to 12
◦ In a grading period:
- One (1) Quarter Assessment
- Written Work
- Performance Tasks.
Step 1. Get the Raw Score (total score) for each
component (Written Work, Performance Tasks and
Quarterly Assessment).

Step 2. Get the Percentage Score.

Divide the total Raw Score by the Highest
Possible Score (HPS) then multiply the Quotient by
100%. (PS=RS/HPSx100)
 Step 3. Convert the Percentage Score to
Weighted Score by multiplying the Percentage
Score by the Weight of the Component (WS= PS x
WC) (pls. see Table 4, page 10 of DO 8, s. 2015)
 Step 4. Add the Weighted Scores of each
Component. The result is the Initial Grade.
 Step 5. Get the equivalent Final Grade using the
given transmutation table (see Appendix B of DO
8, s. 2015)
Step 6. Write the Final Grade in the Report Card
 Weight of the Components G 1 to 10
EPP/TL
Component Languages AP EsP Science Math MAPEH
E

Written 30% 40% 20%

Work

Performance 50% 40% 60%

Tasks

Quarterly 20% 20% 20%

Assessment
 WEIGHT OF THE COMPONENTS FOR SHS
Component Cores Academic Track Technical-vocational and
Subjects Academic Track Livelihood (TVL)/
Sports/
Arts and Design
All Other Work All other Work
Subject Immersion/ Subjects Immersion/
Research/ Research
Exhibit Exhibit

Written 25% 25% 35% 20% 20%

Work
Performance 50% 45% 40% 60% 60%
Tasks

Quarterly 25% 30% 25% 20% 20%

Assessment
For Kindergarten.
- No numerical grades. Only descriptions of the learners’ progress using
the checklist
For Grades 1 to 10
- The average of the Quarterly Grades (QG) produces the Final Grades
(FG) per learning area.
- The General Average is computed by dividing the sum of all Final
Grades by the total number of learning areas.

For Grades 11 and 12

- The two quarters determine the Final Grade in a Semester.
 Descriptors, Grading Scale, and Remarks
Descriptor Grading Scale Remarks
Outstanding 90 – 100 Passed
Very Satisfactory 85 – 89 Passed
Satisfactory 80 – 84 Passed
Fairly Satisfactory 75 – 79 Passed
Did Not Meet Below 75 Failed
Expectations
Learner Promotion and Retention
Requirements Decision
1. Final Grade of at Promoted to the next grade
least 75 in all learning level
areas
2. Did Not Meet Must pass remedial classes
Expectations in not for learning areas with
more than two learning failing mark to be
For Grades 1
areas promoted to the next grade
to 3 Learners level. Otherwise the
learner is retained in the
same grade level.
3. Did Not Meet Retained in the same grade
Expectations in three or level
more learning areas
 Requirements Decision
1. Final Grade of at least Promoted to the next grade level
75 in all learning areas
2. Did Not Meet Must pass remedial classes for
Expectations in not more learning areas with failing mark
than two learning areas to be promoted to the next grade
level. Otherwise the learner is
retained in the same grade level.

For Grades 4
3. Did Not Meet Retained in the same grade level
to 10 Expectations in three or
Learners more areas
4. Must Pass all learning 1. Earn the Elementary
areas in the Elementary Certificate
2. Promote to junior
5. Must pass all learning 1. Earn the junior High School
areas in the Junior High 2. Promote to the senior high
School school
 Requirements Decision
1. Final Grade of at least 75 in all Can proceed to the next
learning areas in a semester semester

2. Did not Meet Expectations in Must pass remedial classes for

a prerequisite subject in a failed competencies in the
learning area subject before being allowed
to enroll in the higher-level
subject
For Grades
3. Did Not Meet Expectations in Must pass remedial classes for
11 to 12
any subject or learning area at failed competencies in the
learners
the end of the semester subjects or learning areas to
be allowed to enroll in the
next semester. Otherwise the
learner must retake the
subjects failed.

4. Must pass all subjects or Earn the Senior High school

learning areas in Senior High Certificate
School
 For Grade 11-12, leaners who fail a unit/set
of competencies must be immediately
given remedial classes. They should pass
the summative assessments during
remediation to avoid a failing grade in a
learning area/subject.

 If the learner still fails remedial classes,

s/he must retake the subject/s failed
during the summer or as a back subject.
 For Grades 1 – 10, a learner who Did Not Meet
Expectations in at most two learning areas must
take remedial classes.
 Remedial class are conducted after the Final
Grade have been computed.
 The teacher should ensure that learners receive
remediation when they earn raw scores which
are consistently below expectation in WW and PT
by the fifth week of any quarter.
 Summative Assessments are also given during
remedial classes. These are recorded, computed,
weighted, and transmuted in the same way as the
Quarter Grade.
 The equivalent of the Final Grade for remedial classes
is the Remedial Class Mark (RCM).
 The Final Grade at the end of the school year and the
RCM are averaged. This results in the Recomputed
Final Grade
Behavior Statements Indicators
Express one’s spiritual 1. Engages oneself in worthwhile spiritual activities
beliefs while respecting 2. Respect sacred places
the spiritual beliefs of 3. Respect religious beliefs of others
others 4. Demonstrates curiosity and willingness to learn about
other ways to express spiritual life

Shows adherence to ethical 1. Tells the truth

principles by upholding 2. Returns borrowed things in good condition
truth 3. Demonstrates intellectual honesty
4. Expects honesty from others
5. Aspires to be fair and kind to all
6. Identifies personal biases
7. Recognizes and respects one’s feelings and those of
others
Behavior Indicators
Statements
Is sensitive to 1. Shows respect for all
individual, social, 2. Waits for one’s turn
and cultural 3. Takes good care of borrowed things
differences 4. Views mistakes as learning opportunities
5. Upholds and respects the dignity and equality of all including those with
special needs
6. Volunteers to assist others in times of need
7. Recognizes and respects people from different economic, social, and
cultural backgrounds
Demonstrates 1. Cooperates during activities
contributions 2. Recognizes and accepts the contribution of others towards a goal
towards solidarity 3. Considers diverse views
4. Communicates respectfully
5. Accepts defeats and celebrates others’ success
6. Enables others to succeed
7. Speakers out against and prevents bullying
MAKAKALIKASAN
Behavior Statements Indicators
Cares for the environment and 1. Shows a caring attitude towards
utilizes resources wisely, the environment
judiciously, and economically 2. Practices waste management
3. Conserves energy and
resources
4. Takes care of school materials,
facilitates, and equipment
5. Keeps work area in order
during and after work
6. Keeps one’s work neat and
orderly
 Behavior Statements Indicators
Demonstrates pride in 1. Identifies oneself as a Filipino
being a Filipino; exercises 2. Respects the flag and national anthem
the rights and 3. Takes pride in diverse Filipino cultural
responsibilities of a expressions, practices, and traditions
Filipino citizen 4. Promotes the appreciation and enhancement of
Filipino languages
5. Abides by the rules of the school, community,
and country
6. Enables others to develop interest and pride in
being a Filipino
Demonstrates appropriate 1. Manages time and personal resources efficiently
behavior in carrying out and effectively
activities in the school, 2. Perseveres to achieve goals despite difficult
community, and country circumstances
3. Conducts oneself appropriately in various
situations
Marking Non – Numerical Rating
AO Always Observed
SO Sometimes Observed
RO Rarely Observed
NO Not Observed
1. How can one develop
proficiency in teaching dance?
EFFECTIVE LESSON
PLANNING
 EFFECTIVE TEACHERS…
 Create a suitable
 Know the content learning environment
 Understand the  Adapt and modify
development of instruction
the student  Use effective
 Value the communication
diversity of the  Collaborate with all
students members of the
learning community
 Use multiple
assessments to  Engage in sustained
evaluate progress professional growth
experiences
 INSTRUCTIONAL PLANNING
AND STRATEGIES
 Plans are developed to provide students with
meaningful learning experiences
 Plans connect to related learning opportunities
 Teaching is based instructional strategies that focus on
best practice and research
 Teaching is supported by strategies that foster interest
and progress
 GENERAL POLICY
 Plans are a legal document
 Usually required weekly to the supervisor
 Plan books (district, purchased, self-made notebooks)
 Substitute plans
 Must include

 Objectives
 Needed materials
 Bell Ringer
 Procedures
 Closing
 GOOD PLANNING
 Keeps the teacher and students on track
 Achieves the objectives
 Helps teachers to avoid “unpleasant” surprises
 Provides the roadmap and visuals in a logical
sequence
 Provides direction to a substitute
 Encourages reflection, refinement, and
improvement
 Enhances student achievement
 POOR PLANNING
 Frustration for the teacher and the student
 Aimless wandering
 Unmet objectives
 No connections to prior learnings
 Disorganization
 Lack of needed materials
 A waste of time
 Poor management
 A GOOD LESSON
INCLUDES:
Objective – expected student behavior
Warm –up and introduction
Procedure
Materials – worksheets, film, text, etc.
Presentation •Maximize Instructional Time
Practice •Integrate Diverse Teaching Strategies
•Have All Students On Task
Application
Closure
Evaluation – test, assignment, teacher observation, etc.
 LET’S BEGIN…
The format of a lesson
should….
Go one step at a time
Have a picture for
every step
An effective lesson plan is a set of plans for
building something – it “constructs” the learning.
The greater the structure of a lesson and
the more precise the directions on what
is to be accomplished, the higher the
achievement rate.

Harry Wong, The First Days of Teaching

 OBJECTIVES
A description of what the student will be
able to do at the end of the lesson
Provides alignment with district and
state goals
 Use behavioral verbs to describe the
expected outcomes (ACTION)
 No-no’s: appreciate, enjoy, love, etc.
 WARM-UP AND
INTRODUCTION
 Grab the attention of the students
 PROVIDES THE INTEREST/MOTIVATION factor
 Set the tone for the lesson connected to the objective
 A question
 A story
 A saying
 An activity
 A discussion starter

BE CREATIVE
 PRE-ASSESSMENT

 What are the characteristics of the learners in

the class?
 What do the students already know and
understand?
 How do my students learn best?
 What modifications in instruction might I
need to make?
PROCEDURES AND PRESENTATION
 Sets up a step-by-step plan
 Provides a quick review of previous
learning
 Provides specific activities to assist
students in developing the new
knowledge
 Provides modeling of a new skill
 A picture is worth a thousand words.
 I do, We do, You do!
 MATERIALS
 Plan! Prepare! Have on hand!
 Murphy’s Law
 Envision your needs.
 List all resources.
 Have enough manipulatives (when
needed) for groups or individuals.
 PRACTICE
APPLYING WHAT IS LEARNED
Provide multiple learning activities
Guided practice (teacher controlled)
 Use a variety of questioning strategies to
determine the level of understanding
 Journaling, conferencing
Independent practice
 Practice may be differentiated
BUILD ON SUCCESS
 LEARNING ACTIVITIES
 Graphic organizers  Cooperative
 Creative play
groups
 Peer presenting  Inquiry learning
 Performances  Direct
instruction
 Role playing
 Differentiation
 Debates
 Direct
 Game making Instruction
 Projects
 CLOSURE
Lesson Wrap-up: Leave students with
an imprint of what the lesson
covered.
Students summarize the major concepts
Displays internalized student knowledge
Teacher recaps the main points
Teacher sets the stage for the next
phase of learning
 EVALUATION
 Assess the learning-Rubric
 Teacher made test
 In-class or homework assignments
 Project to apply the learning in real-life
situation
 Recitations and summaries
 Performance assessments
 Use of rubrics
 Portfolios
 Journals
 Informal assessment
REFLECTION
What went well in the lesson?
What problems did I experience?
Are there things I could have done
differently?
How can I build on this lesson to make
future lessons successful?
THE SUBSTITUTE…
NOW WHAT?
 The Key to substitute success – DETAILED LESSON
PLANS
 Discipline routines
 Children with special needs
 Fire drill and emergency procedures
 Helpful students, helpful colleagues (phone #’s)
 Classroom schedule
 Names of administrators
 Expectations for the work
 Packet of extra activities
 A teacher is one
who brings us tools
and enables us to
use them.
Jean Toomer
 LESSON PLANS:
REVIEW
Reflection/Open Discussion:
Main components of a lesson plan
Critical thinking skills
Characteristics of a good lesson
Teacher responsibilities
 Lesson Plans
Bloom’s Taxonomy
 Use daily in questioning to develop higher
order of thinking skills...critical thinking
skills.

 KNOWLEDGE
 COMPREHENSION
 APPLICATION
 ANALYSIS
 SYNTHESIS
 EVALUATION
 Lesson Plans
Bloom’s Taxonomy
KNOWLEDGE COMPREHENSION APPLICATION
•remembering; •interpreting; •problem solving;
•memorizing; •translating from one •applying information
•recognizing; medium to another; to produce some
•recalling •describing in one's result;
identification and own words; •use of facts, rules
•recall of information •organization and and principles
selection of facts and •How is...an example
•Who, what, when,
where, how ...? ideas of...?
•Retell... •How is...related to...?
•Describe
•Why is...significant?
 ANALYSIS SYNTHESIS EVALUATION
•subdividing something •creating a unique, •making value decisions
to show how it is put original product that may about issues;
together; be in verbal form or may •resolving controversies
•finding the underlying be a physical object; or differences of opinion;
structure of a •combination of ideas to •development of
communication; form a new whole opinions, judgments or
•identifying motives; •What would you decisions
•separation of a whole predict/infer from...? •Do you agree...?
into component parts •What ideas can you add •What do you think
•What are the parts or to...? about...?
features of...? •How would you •What is the most
•Classify...according to... create/design a new...? important...?
•Outline/diagram... •What might happen if •Place the following in
•How you combined...? order of priority...
does...compare/contrast •What solutions would •How would you decide
with...? you suggest for...? about...?
•What evidence can you •What criteria would you
list for...? use to assess...?
GREAT TEACHING STARTS WITH GREAT
PLANNING
CHARACTERISTICS OF GREAT LESSON PLANS
 Clear instructions, explanations, timelines,
expectations, and assessment
 Interactive; hands on activities
 Engaging and FUN!
 Allow students to feel a sense of shared
exploration and discovery
 Give students choices
GREAT TEACHING STARTS WITH GREAT PLANNING

STUDENTS ENGAGED & MOTIVATED

 Break assignments into small chunks
 Hands-on manipulatives
 Ask open ended questions
 Make lesson relevant
 Allow students to develop own questions to
research
 Integrate diverse teaching strategies
 Talk at appropriate level
 FOUNDATIONAL HABITS

Be Explicit

Model

Reinforce
 SET STUDENT GOALS
THEY’RE ALL ABOUT HIGH EXPECTATIONS
KEYS TO GREAT GOAL SETTING
 Regular Routine – “mini goals”- focus
on small, immediate, action-oriented
 Very Specific Actions-what, when,
how??
 Level Appropriate
 Followed by reflection- students need to
evaluate- leads to feeling of
accomplishment and future goal
setting
 THE 5 MOST IMPORTANT THINGS
YOU CAN DO FOR YOUR
STUDENTS
 CARE
 SET HIGH EXPECTATIONS
 CREATE ORDERLY, STRUCTURED
CLASSROOM
 EARN RESPECT- stay calm, exercise self
control
 TREAT EACH STUDENT WITH
COURTESY AND RESPECT
 LESSON PLAN
PREPARATION SUMMARY: Optional/Preferred:

Indicate…
Do’s… Don’t’s…
 Always date your
plans
 Be overly concise, use
verbs and highly
1. Homework
 Indicate daily plans descriptive phrases 2. Field learning
(even if carrying over experiences
activities)  Hesitate to embrace a
 Indicate open-ended typeset format.
3. Guest presentations
writing and critical Reference Staff 4. Highlight
thinking activities Handbook for sample. interdisciplinary
(daily for LA/Lit.,
weekly for Math,  Write illegibly, if not activities
Science and Social typing. 5. Video-aided learning
Studies)
and follow up
 When appropriate,
indicate specific (reflective) activity
exercises for Ask
 Plan differentiated
instruction
 Closely correlate NJ
Core Curriculum
Content Standards.
 Indicate where Crisis
Management folder
can be found
 CREDITS Portions of this power point were taken from the following sources:

EFFECTIVE LESSON
PLANNING
Presented by Vicki Duff
Mentor Training Coordinator
Department of Education
609-292-0189
Unit Assessment and
victoria.duff@doe.state.nj.us
Instructional Planning:
An Approach to Facilitate
Standards-Based Learning
Sue Stevens, Tina Scott, Cheryl Gettings
suestevens@cutting-edge-consulting.com
245-3737
Sophia, 5 June 2008
 Printed materials
ex. books, workbooks, worksheets, readers
 Nonprint materials
ex. cassette, audio materials, videos
 Both print and nonprint sources
ex. self-access materials,
materials on the Internet
 Magazines, newspapers, TV programs
 A resource for presentation materials
 A source of activities for learner practice and
communicative interaction
 A reference source for learners on grammar,
vocabulary, pronunciation, and so on
 A source of stimulation and ideas for classroom
activities
 A syllabus
 A support for less experienced teachers
As a source of language
As a learning support
For motivation and stimulation
For reference

(Dudley-Evans & St. John, 1998)

Authentic materials:
Teaching resources that are not specially
prepared for pedagogical purpose

Created materials:
Text books and other specially developed
instructional resources
 have a positive effect on learner motivation
 provide authentic cultural information about the
target culture
 provide exposure to real language
 relate more closely to learners’ needs
 support a more creative approach to teaching
(Phillips & Shettlesworth, 1978; Clarke, 1989;
Peacock, 1997)
 Created materials can also be motivating for
learners
 Authentic materials often contain difficult
language
 Created materials may be superior to authentic
materials because they are generally built
around a graded syllabus
 Using authentic materials is a burden for teachers
 Provide structure and a syllabus for a program
 Help standardize instruction
 Maintain quality
 Provide a variety of learning resources
 Be efficient
 Provide effective language models and input
 Train teachers
 Visually appealing
May contain inauthentic language
May distort content
May not reflect students’ needs
Can deskill teachers
Be expensive
Before evaluating a textbook, information is
needed on the following issues:
 The role of the textbook in the program
ex. Will it be used with small classes or large ones?
 The teachers in the program
ex. Are teachers free to adapt and supplement the book?
 The learners in the program
ex. What do learners typically expect in a textbook?
They should:
 Correspond to learners’ needs.
Match the aims and objectives of the language
learning program.
 Reflect the present or future uses
 Take account of students’ needs
 Have a clear role as a support for learning
(Cunningsworth, 1995)
Organized under the following categories
 Aims and approaches
 Design and organization
 Language content
 Skills
 Topic
 Methodology
 Teachers’ books
 Practical considerations (Cunningsworth, 1995)
Will the materials stimulate and motivate?
To what extend does the material match the stated
learning objectives and your learning objectives?
To what extent will the materials support the
learning process?
(Dudley-Evans & St. John, 1998)
Program factors
Teacher factors
Learner factors
Content factors
Pedagogical factors
A good provider of materials will be able to:

 Select appropriately from what is available

 Be creative with what is available
 Modify activities to suit learners’ needs
 Supplement by providing extra activities
(Dudley-Evans & St. John, 1998)
Modifying content
Adding or deleting content
Reorganizing content
Addressing omissions
Modifying tasks
Extending tasks
Advantages: Disadvantages
‧Relevance ‧Cost
‧Develop expertise ‧Quality
‧Reputation ‧Training
‧Flexibility
 The process of materials development:
 Preparation: ex. critical analysis of texts
 Representation: ex. examples, demonstrations
 Selection: ex. choice from modes of teaching,
organizing, managing, and arranging
 Adapting and tailoring to student characteristics:
ex. consideration of social class, gender, age
(Shulman, 1987)
Processes of program design and materials design:
 Developing aims
 Developing objectives
 Developing a syllabus
 Organizing the course into units
 Developing a structure for units
 Sequencing units
 Choosing input and sources
 Selecting exercise types
Thank You and God bless
us All!! 