Student A

Performance Test
Dance Assessment
Assessed by: Mr. Weaver

Name: Student A
Dance: Saturday Night Fever
Performance
Level 1
Level 2
Level 3
Level 4
Check one:
Knows some of Knows some of Knows all the
Knows all the
the steps,
the steps,
steps, stays in
steps, stays in
Level 1
sometimes
sometimes
tempo with the tempo with the
Level 2
keeps with
keeps with
music/ beat, but music/ beat,
Level 3
tempo/beat, but tempo/beat, and without
and shows
without
shows
attitude/style
attitude/style
Level 4
attitude/style
attitude/style
Comments: Great job performing every step and staying along with the beat. In order to
advance to Level 4, you need to add some style or attitude into your dancing. Keep up the
good work.
Score: 8/10
Performance Test
Dance Assessment
Assessed by: Mr. Weaver

Name: Student A
Dance: Pata Pata
Performance
Level 1
Level 2
Level 3
Level 4
Check one:
Knows some of Knows some of Knows all the
Knows all the
the steps,
the steps,
steps, stays in
steps, stays in
Level 1
sometimes
sometimes
tempo with the tempo with the
Level 2
keeps with
keeps with
music/ beat, but music/ beat,
Level 3
tempo/beat, but tempo/beat, and without
and shows
without
shows
attitude/style
attitude/style
Level 4
attitude/style
attitude/style
Comments: You were able to perform every step and stay along with the beat. No attitude
or style was added to the dance in order to advance into Level 4.
Score 8/10

Student B
Performance Test
Dance Assessment
Assessed by: Mr. Weaver

Name: Student B
Dance: Saturday Night Fever
Performance
Level 1
Level 2
Level 3
Level 4
Check one:
Knows some of Knows some of Knows all the
Knows all the
the steps,
the steps,
steps, stays in
steps, stays in
Level 1
sometimes
sometimes
tempo with the tempo with the
keeps with
keeps with
music/ beat, but music/ beat,
Level 2
tempo/beat, but tempo/beat, and without
and shows
Level 3
without
shows
attitude/style
attitude/style
Level 4
attitude/style
attitude/style
Comments: You were able to perform some of the steps while keeping with the beat most
of the time. No attitude or style was added into this dance. Keep giving effort and the
skills will come.
Score: 6/10
Performance Test
Dance Assessment
Assessed by: Mr. Weaver

Name: Student B
Dance: Pata Pata
Performance
Level 1
Level 2
Level 3
Level 4
Check one:
Knows some of Knows some of Knows all the
Knows all the
the steps,
the steps,
steps, stays in
steps, stays in
Level 1
sometimes
sometimes
tempo with the tempo with the
keeps with
keeps with
music/ beat, but music/ beat,
Level 2
tempo/beat, but tempo/beat, and without
and shows
Level 3
without
shows
attitude/style
attitude/style
Level 4
attitude/style
attitude/style
Comments: You performed some of the steps and sometimes stayed along with the beat.
In order to move up to Level 2 you needed to add your own style/attitude.
Score: 5/10

Student C
Performance Test
Dance Assessment
Assessed by: Mr. Weaver

Name: Student C
Dance: Saturday Night Fever
Performance
Level 1
Level 2
Level 3
Level 4
Check one:
Knows some of Knows some of Knows all the
Knows all the
the steps,
the steps,
steps, stays in
steps, stays in
Level 1
sometimes
sometimes
tempo with the tempo with the
Level 2
keeps with
keeps with
music/ beat, but music/ beat,
Level 3
tempo/beat, but tempo/beat, and without
and shows
Level 4
without
shows
attitude/style
attitude/style
attitude/style
attitude/style
Comments: You were able to perform every step while keeping up with the beat. You
were also able to add your own unique style and moves into this dance while keeping the
same footwork. Well done.
Score: 10/10
Performance Test
Dance Assessment
Name: Student C
Assessed by: Mr. Weaver
Dance: Pata Pata
Performance
Level 1
Level 2
Level 3
Level 4
Check one:
Knows some of Knows some of Knows all the
Knows all the
the steps,
the steps,
steps, stays in
steps, stays in
Level 1
sometimes
sometimes
tempo with the tempo with the
Level 2
keeps with
keeps with
music/ beat, but music/ beat,
Level 3
tempo/beat, but tempo/beat, and without
and shows
Level 4
without
shows
attitude/style
attitude/style
attitude/style
attitude/style
Comments: You were able to complete every step and keep up with the tempo/beat. You
also added your own unique style to this dance. Great job.
Score: 10/10

Assessment Commentary
Write a commentary of 5-8 single-spaced pages (including prompts) that addresses the
following prompts. You can address each prompt separately, through a holistic essay, or a
combination of both, as long as all prompts are addressed.
1. Identify the specific goals and learning objectives measured by the assessment
chosen for analysis. You may just cite the appropriate lesson(s) if you are
assessing all of the goals/objectives listed.
The first lesson in my learning segment consists of a review of three
dances and then a jigsaw style dance, where the students teach each other.
Although, its not a formal or informal assessment, it is still a good way to see if
the dance unit so far has given the students an idea of how to go about teaching
someone else how to perform a dance. The jigsaw dance, the Troika, also assists
in covering a standard of seventh grade physical education: Standard 1.2 Perform
multicultural dances. The Troika is a three-person Russian folk dance.
The second day of this learning segment involves three performance tests
on the last three dances they learned (Saturday Night Fever, Pata Pata, and the
Hora). The rubric for these performance tests has four levels to it that the students
will fit into. The rubric involves three main questions: does the student know the
steps? Can they stay with the tempo and/or beat of the music? Does the student
add his/her own unique attitude or style to the dance? These performance tests
address the learning objective of being able to perform each dance in its entirety.
The last day of the learning segment has another summative assessment, a
written test. This written test addresses the learning objective of being able to
complete a written comprehension test showing knowledge and comprehension of
the dance unit.
2. If you are analyzing a written assessment, create a summary of student learning
across the whole class relative to your evaluative criteria (or rubric). Summarize
the results in narrative and/or graphic form (e.g., table or chart). If you are
analyzing a performance of a physical activity, describe your expectations for the
performance according to your evaluative criteria or provide a rubric and indicate
which characteristics of the selected performance are typical of almost all the
students in the class, most students in the class, some students in the class, etc. or
are unique to the individual. Attach your rubric or evaluative criteria, and note
any changes from what was planned as described in Planning commentary,
prompt 6. (You may use the optional chart provided following the Assessment
Commentary prompts to provide the evaluative criteria categories and
descriptions of student performance at different levels. For a performance of a
physical activity, you may indicate rough portions of the class, e.g., most or
about half instead of percentages of the class.) (TPEs 3, 5)
My expectations regarding the performance test of the Saturday Night
Fever dance were high. I was going in thinking that almost all my students

understood and performed the steps to this dance well. The results shown are right
about where I had thought they were going to be.
Evaluative
Criteria
Category
Performance
Test (Dance)

Saturday
Night Fever
Pata Pata

Performance
Level 1
Knows some
of the steps,
sometimes
stays in tempo
with the beat,
but without
attitude/style
A little
4%

Characteristics of Student Work

Performance Performance
Level 2
Level 3
Knows some
Knows all the
of the steps,
steps, stays in
sometimes
tempo with the
stays in tempo beat, but
with the beat,
without
and shows
attitude/style
attitude/style
Some
Most
18%
64%

Some
11%

Some
11%

Most
42%

Performanc
e Level 4
Knows all the
steps, stays
in tempo with
the beat, and
shows
attitude/style
Some
14%
About 1/3
36%

This rubric above shows the overall class results for the performance tests
of the Saturday Night Fever dance and the Pata Pata dance. The results shown
states that 78% of the students knew all of the steps, and of that 78%, 14% were
able to add their own unique style/attitude to the dance to hit level four of the
rubric. After reviewing these results, and seeing that about 80% of my students
knew all of the steps, I knew that I was able to move on. with the next lesson as
planned.
Also in that rubric are the performance test results for the Pata Pata dance.
You can see that the class ended up with the same percentage results, 78% of the
class understood and performed every single step to the dance. After I saw that
about 80% of the students could perform every step on both dances, I knew that I
was able to move on with the next lesson as planned.
Evaluative
Criteria
Category

Written
Test

Level 1

Level 2

F 0-59%

D 60-69%

15%

30%

Characteristics of Student Work

Level 3
Level 4
Level 5
C 70-79%
25%

B 80-89%

A 90-100%

18%

12%

The second rubric (shown above) shows the written test results for the
dance unit. Only 55% of my students were able to achieve a score of 70% or
better. Based on the whole class pattern of the results to this written test made me
realize that I should re-teach the locomotor skills involved with our dance unit in

the next lesson. I ended up re-teaching these skills and their definitions along with
them as a beginning activity in the next lesson.
3. Discuss what most students appear to understand/demonstrate well, and, if
relevant, any misunderstandings, confusions, or needs (including a need for
greater challenge) that were apparent for some or most students. Cite evidence to
support your analysis from the three student work samples/performances you
selected. (For videos of a group, clearly indicate which individual performance(s)
you are citing.) (TPE 3)
For the performance tests, the students were able to demonstrate their
knowledge and ability to perform the steps. In both dances, almost 80% of the
students knew and could perform every step. Student A was at performance level
3 and student C was at performance level 4 for both dances. They both could
perform every step/move to the dances, one was just able to add his own
style/attitude to it. One difference appeared between both dances was between
performance level 3 and performance level 4. In the Saturday Night Fever dance,
14% of the students were able to add their own unique style/attitude into their
performance of the dance. Whereas in the Pata Pata dance, 36% of the students
were able to add their own unique style/attitude into their performance of the
dance. I believe that this comes from the number of counts to the dance. The
Saturday Night Fever dance has a total of 40 steps involved. There are five
different parts to the dance, each containing 8 steps. The Pata Pata dance has 16
total steps. There are four different parts with 4 counts in each part. The Saturday
Night Fever dance also has many parts where the students have to travel in
different directions. The Pata Pata dance is performed while staying in one place.
I believe that the students were able to put more style into the Pata Pata dance
because there were a lot fewer steps they had to remember and they werent
traveling in any directions.
The other difference I noticed between the results of both performance
tests was the amount of student performances that landed in the performance level
1 criteria. I believe the reason behind this is the speed difference between the
dances. The BPM (beats per minute) for the Saturday Night Fever dance is about
104 BPM, and for the Pata Pata dance its about 126 BPM. Thats 22 extra beats
per minute during the Pata Pata dance. I think that this is the reason why some
students had a more difficult time during that dance, which resulted in more
students performing under level1criteria.
The written test results came back with the just over half the class (55%)
scoring at level 2 and level 3, student A was one of these with a score in level 2
criteria. I thought that having the test be a matching format would help my
students scores. In this matching test format, the correct answers are right there in
front of them, they just have to match the answer to the correct question. This
wasnt the case though. I think that the matching style actually gave the students a
worse score. Since it was matching, if a student used an answer for one question
and got it wrong, then that means that a second answer would automatically be
wrong. I should have made the questions multiple choice to avoid this.

4. From the three students whose work samples were selected, choose two students,
at least one of which is an English Learner. For these two students, describe their
prior knowledge of the content/activity and their individual learning strengths and
challenges (e.g., level of physical skill related to the activity, academic
development, language proficiency, special needs). What did you conclude about
their learning during the learning segment? Cite specific evidence from the work
samples/performances and from other classroom assessments relevant to the same
evaluative criteria (or rubric). (TPE 3)
In the beginning of unit all the students were asked about their prior
knowledge of dance. They had to check boxes pertaining to their knowledge and
involvement in dance. These boxes included: had they seen dance on TV, have
they been to a school dance, seen dance at a social function (wedding, birthday
party, etc.), or had a dance class before. They were also asked if they liked to
dance, and they had to circle yes or no.
More prior knowledge that carries over into this dance unit is that from the
previous units. The students have already completed units on track and field,
badminton, orienteering, and spin jammers. They have also been taught many
agilities, including high knees, butt-kickers, power skips, heel walks, toe walks,
carioca, etc. A lot of weight changes and locomotor skills directly carry over from
these previously completed units.
Student A, my EL student, had a prior knowledge that consisted of seeing
dance on TV, seeing it at social functions, had never taken a dance class before,
and he said that he liked to dance. As far as his language proficiency goes, he is
fully able to communicate with myself and the other students in class. His
physical skill level is fairly average compared to the rest of the class. He got a 13
out of 20 (65%) on the written test. He missed three dance location questions,
dance formation (type of dance), two dance step definitions, and one reason why
we dance. These consistent misses in all the categories make his answers seem as
if he didnt study the dance packet that the students were given. Also, his answers
on the back of why we dance in physical education are very short and just barely
touch on the correct answers. Based on this students achievement on the
performance tests, I believe that he learned a good amount, and increased his
proficiency in his locomotor skills while advancing through this unit
Student Cs prior knowledge consisted of seeing dance on TV, seeing
dance at social functions, he hasnt been to a high school dance, he has never
taken a dance class before, and he doesnt like to dance. This student can learn
and pick skills up quickly, it just depends on if he wants to or not. This is the
student who has some family problems and an IEP stating that he has trouble
completing homework (I explained this in the Planning Commentary). His
physical skill level is above average compared to the rest of the class. He has
great strength and does well with manipulatives. His academic level is extremely
poor though. He is currently failing all six of his classes. He was absent a lot
during this unit and also got called out a few times to go work with a mentor. He
ended up scoring in the level 1 on both performance tests. He got a 6 out of 20 on

his written test. Scoring a 6 out of 20 shows me that he did not study the packet at
all. Also, youll see on the back of the written test, one of his answers to why do
we dance in physical education, he wrote, to make us bored. I have yet to be
able to make out what his second sentence says. This is the type of effort he puts
into my class, and his grade reflects that.
5. What oral and/or written feedback was provided to individual students and/or the
group as a whole? How and why do your approaches to feedback support
students further learning? In what ways does your feedback address individual
students needs and learning goals? Cite specific examples of oral or written
feedback, and reference the three student work samples to support your
explanation.
The class as a whole was given a lot of general and specific feedback. I
would call out to students from the stage when I saw extra style being thrown in
or corrective feedback to the whole group when I noticed a few students messing
up on a certain move. I would call out a lot of positive general and specific
feedback to the group and individuals to keep them inspired to keep dancing
and/or to let them know I was watching. I would also walk around and give
students corrective feedback when necessary. All of this feedback, combined with
the quantitative and qualitative feedback on their assessments helps the students
understand what they have done well, and what can be worked on for
improvement. Corrective feedback is the most valuable feedback in physical
education, its what the students need and respond to the best. After that comes the
specific positive feedback as second most important. Throughout this entire unit I
made sure to give the class as a whole, and every individual student as much
feedback as I could, and feedback of various types.
Student B was given a lot of feedback during the unit. He missed some
classes ad he was pulled out of my class a few times to go work with a mentor, so
I worked with him a lot individually on these dances to try and keep him up to
everyones pace and to keep him involved with the class and the unit. I spent the
most time, individually, with him. I realized after the unit, that at some point I can
only give so much to one student because there are 27 other students out there that
could use some help and encouragement. I gave him a lot of quick general
feedback, to keep him motivated and to not put attention on him. I would give
him general feedback, such as keep it up or way to go. I also gave him a lot of
corrective feedback and specific feedback when working with him one on one.
As for written feedback, each student receives a rubric with a score on it
from me for his or her performance tests. I will make notes and fill out slips
during class and then go type them up after class, as you can see in the
assessments section. Each student gets a quantitative score and some qualitative
feedback explaining what was done correctly, and what could be done in order to
improve and move up the rubric scale to the next level. Combining both
qualitative and quantitative scores are necessary for the most comprehension of
the results by your students. The qualitative feedback gives reason to the
quantitative score that the students receive.

6. Based on the student performance on this assessment, describe the next steps for
instruction for your students. If different, describe any individualized next steps
for the two students whose individual learning you analyzed. These next steps
may include a specific instructional activity or other forms of re-teaching to
support or extend continued learning of objectives, standards, central focus,
and/or relevant academic language for the learning segment. In your description,
be sure to explain how these next steps follow from your analysis of the student
performances. (TPEs 2, 3, 4, 13)
Based on the results, I am able to move on with my lessons as planned,
following the 80/20 rule. This is when if at least 80% of your class is up to speed
and ready to move on, then the teacher can move on as planned. I did end up reteaching the locomotor skills and definitions. I focused on showing the
differences between each one. This was very important for me to do because this
was a big part of the academic language of the unit.
I have to keep helping Student B and try to keep inspiring him to work
when he does show up, but I have to make sure not to spend too much time on
him when other students need it too.
Student Cs skill level is very high, which shows in dance tests. His
comprehension and understanding of the skills is also very high. I will keep
finding ways where he can further himself in my lessons.
Student A did well on the performance tests and below average on the
written test. I will continue with the modeling/demonstration of the skills for him,
thats how he learns best. I will find ways to change up the next written test to aid
in a better score.