Offers tips on how to talk to actors in a rehearsal. Suggests describing rather than evaluating, speaking provisionally, encouraging collaboration, and showing enthusiasm through body language. (PRA)

Discusses how portfolios can be a valuable tool for evaluating the work of theater students and for teaching reflective thinking. Describes portfolio content for students in an advanced acting class. Discusses training students in the presentation of their portfolios as well as how to evaluate the work. (SR)

Outlines an acting class evaluation system which appraises the individual growth of each student and invites the student into the evaluation process. Discusses grading criteria, self-evaluations, peer evaluations, journals, and tallying grades. (SR)

Studies the status of theater in U.S. high schools. Finds that (1) 90 percent of high schools offer theater; (2) principals recognize its value to theater students, but not its value to other students and the community; (3) most theater teachers have advanced degrees yet feel inadequately trained; and (4) most theater students are white and…

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)

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…

Discusses two national arts education projects (invaluable tools for including the arts in daily curricula): a standards document being created by the Consortium of National Arts Education Associations, and a parallel assessment framework by the Arts Education Consensus Project to serve as a blueprint for the National Assessment of Education…