Examples of Authentic and Alternative Assessments Rubrics not

Examples of Authentic and Alternative Assessments Rubrics not included

Teacher Observation Student Name Chris Matt Steven George Marcus Sheila Jessica Megan Sabra Whitney Cue 1 Cue 2 Cue 3

Peer Observation Have 1 group perform the skill while the other group evaluates their performance according to the cues listed below. After 3 attempts, switch roles. Focus on positive feedback. Mark GI for “Got it” or NI for “Needs Improvement. ” Student: Attempt 1 2 3 Gentleman 1. 2. Cue 1 Cue 2 Cue 3 3. Ladies Wipe the 1. Nose Step Forward Drop the 2. Hand Full Turn 3. Rock Step Basic Mark GI for “Got it” or NI for “Needs Improvement. ” Student: Attempt Cue 1 Cue 2 Cue 3 1 2 3

Self-Assessment

Exit Slips n Write down the 3 cues for the “clear”? n Did you help a teammate out or give them positive feedback today?

Video/Digital Pictures n Film each ballroom dance and create a DVD. n Follow the routine provided for the duration of 1 song. n Each move is worth 2 points. n Competent (2 points): The dance skill was performed correctly. n Approaching Competence (1 point): You demonstrated the move correctly, but need a little more practice before you are ready to teach this skill. You either you did not perform the lead correctly, did not follow the lead correctly, or your footwork was off. n More Practice Needed (0 points): You need more practice to be deemed acceptable for this skill. 1 □ □ □ DVD Criteria (5% of the grade) Pts A fun, creative introduction of each dancer (5 points). Titles for each dance (5 points). Unusable sections were edited out (5 points). One DVD for each group member and one for the instructor (bring all copies to class). Label and place instructors copy in a DVD case (5 points). Subtitles for each move (extra credit 5 points). Skills Assessment (20% of the grade) □ Merengue □ Swing □ Cha-Cha □ Waltz

Student Routines n n Plan a Cha-Cha routine using a minimum of 6 moves. Write down the order of your moves in the table provided. Practice your routine and become competent enough to teach it. Teach your routine to another group by demonstrating the routine, breaking the routine into each move, and then helping them practice the routine. Move # of Basics in between moves 1 2 3 4 5 6 Checklist o o We included at least 6 moves We wrote our dance routine down in the table provided o We were able to demonstrate our routine with. . . (circle one) o We taught our routine by. . . (circle all that apply) no errors couple errors lots of errors demonstrating breaking the routine down helping them practice

Student Displays and Presentations n Your group is responsible for creating a trifold poster board on your chosen sport. Make sure you at least discuss its history, rules, traditions, skills involved, and interesting facts. Don’t forget to use pictures!

Student Drawings n Draw activities for each intensity (light, moderate, and vigorous).

Student Journals n Week 1: What do you want to improve on for next week? n Week 2: How did your team work together this week? n Week 3: Would you play this sport outside of school? Why or why not? n Week 4: What did you enjoy about this unit the most?

Homework

Portfolios n Portfolios are collections of student work. They can be used to track progress and accomplishments. Should have a focus n Contain samples of student work n Student-centered n