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Wolf, Dennie Palmer – Drama/Theatre Teacher, 1994
Argues that the assessment of theater abilities should come from careful thought about the heart of theatre work. Discusses online assessment, portfolio culture, and the company model. Argues that students should be welcomed into discussions and provided with problem-solving and decision-making skills. (SR)
Descriptors: Elementary Secondary Education, Performance Based Assessment, Portfolio Assessment, Portfolios (Background Materials)
Seidel, Kent – Teaching Theatre, 1994
Describes and discusses a three-step process for creating a feasible evaluation system for a theater program: (1) writing a values statement; (2) creating an internal accountability plan; and (3) making an external accountability plan. (SR)
Descriptors: Accountability, Parent School Relationship, Program Evaluation, Program Improvement
Husted, Karen – Teaching Theatre, 1999
Recognizes the importance of performance-based assessment in theater education because so many of the skills and concepts that are taught cannot be measured in a traditional paper and pencil test. Suggests the basic goal of performance-based assessment is to create an environment where students can show higher-order thinking skills. Gives a brief…
Descriptors: Curriculum Development, Elementary Secondary Education, Peer Evaluation, Performance Based Assessment
Download full textWyoming State Dept. of Education, Cheyenne. – 2001
This booklet sets out the state standards for students in Wyoming public schools for succeeding in the Fine and Performance Arts in grades K-12. Five standards are defined for benchmark grades 4, 8, and 11: (1) creative expression through production; (2) artistic perception; (3) aesthetic valuing; (4) historical and cultural context; and (5)…
Descriptors: Academic Standards, Benchmarking, Dance, Fine Arts
Oregon Univ. System, Eugene. Office of the Chancellor. – 2001
The Oregon Proficiency-Based Admission Standards System (PASS) is based on standards that describe the academic skills and knowledge students need to demonstrate for acceptance into any of Oregon's seven public universities. The Oregon University System (OUS) created PASS in 1993 for three reasons: (1) PASS aligns college admission with Oregon's…
Descriptors: Academic Standards, College Admission, Competency Based Education, Dance
New Hampshire State Dept. of Education, Concord. – 2000
This curriculum framework for the arts defines expectations for student learning in the arts in New Hampshire. The framework standards do not comprise a curriculum with designated course offerings, teaching methods, or materials; instead, they provide a vision for the future, outlining expectations for student learning at the end of grades 4, 8,…
Descriptors: Academic Standards, Art Education, Benchmarking, Dance
Pennsylvania State Dept. of Education, Harrisburg. – 2002
The Pennsylvania state academic standards describe what students should know and should be able to achieve at the end of grades 3, 5, 8 and 12 in the visual and performing arts, and the understanding about humanities context within the arts. The arts include dance, music, theater, and visual arts. The arts and humanities are interconnected through…
Descriptors: Academic Standards, Cultural Context, Dance, Elementary Secondary Education
