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Self-Appraisal and Pedagogical Practice: Performance-Based Assessment Approaches

Published online by Cambridge University Press:  22 July 2014

Judith B. Alter
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Extract

In the United States, educators of most school subjects, including arts and dance, are developing alternative measures to evaluate student learning at all educational levels. These measures can substitute for or supplement the short answer, multiple-choice, often standardized tests in common use. To differentiate this form of assessment of student learning from “tests,” innovators identify it by interchangeable names: authentic, performance, or performance-based assessment. In this essay I use these terms interchangeably. The innovators of authentic assessment focus on what students actually understand about the subjects they learn and if they can demonstrate their learning/understanding in two ways: in performance (doing) and with comprehension (explaining). In the study of dance, students more often demonstrate their learning by doing/dancing than they do by explaining. With both graduate and undergraduate dance students, I have experienced how performance-based assessment can facilitate the interaction of doing/dancing and explaining.

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Type
Articles
Information
Dance Research Journal , Volume 34 , Issue 2 , Winter 2002, pp. 79 - 95
Copyright
Copyright © Congress on Research in Dance 2002

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References

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