The goal of student assessment in Drama is to enhance learning and foster further student growth in the objectives of the program. Thus, the emphasis is on a developmental process, only one part of which is the external or public form that the drama experience takes.
The types of learning which occur in secondary drama are many and varied. Student assessment in Drama addresses learning that is both personal and communal, immediate and long range.
The following principles will guide teachers in the development of plans for student assessment in Drama 10, 20 and 30:
Types of Evaluation
In order to assess the progress of individual students toward achievement of the objectives of the program, teachers should employ a variety of assessment techniques. Suggested methods include teacher observations, student reflections, presentations, written assignments and other assignments. The following are descriptions of these five methods of assessing student progress.
Teacher Observations
Teacher observations are essential components of the evaluation process in Drama 10, 20 and 30. Teachers should carry clipboards with them to Drama class and devote small portions of each class to record-keeping. It is a good idea to develop a list of observable behaviours that are directly linked to the learning objectives for each unit and to share this list with students so that they are aware of the objectives of the unit. They may also become involved in the evaluation process by suggesting criteria that might be used in assessing their progress and by participating in the assessment of the progress of themselves and others toward achieving the objectives. In so doing, students assume a greater responsibility for their own progress.
It isn't possible to record observations of the behaviour of every student in the class every day. The teacher might focus on a small number of students each day or limit the recording of observations to those behaviours that stand out on a particular day as indicating individual student growth, particular competence or areas requiring more work.
There are several methods of recording observations:
Anecdotal records: The teacher records brief notes about the student's progress toward achieving the objectives of the unit. These notes might deal with such things as the student's work habits, contributions to discussions and relationships with other students.
Checklists: The teacher prepares a checklist of observable behaviours. These behaviours might include the student's willingness to participate in discussions and drama experiences, the student's ability to listen to others, and the student's ability to assume and sustain roles. During the course of the lesson, the teacher checks off these behaviours as he or she observes them. Sample Assessment Form #1 can be used as a checklist, if the teacher uses a checkmark rather than a rating scale.
Rating Scales: The teacher completes, for each student, a rating scale indicating the student's progress toward achieving the learning objectives for the unit. Rating scales may be used in a formative way at the beginning and middle of a unit, and in a summative way at the end of the unit. The following are examples of rating scales. These categories can be modified to suit the needs of a particular class.
| listens to others | |||||
| contributes to discussions |
Sample Assessment Forms #1 and #2 are examples of rating scales. A blank form is included so that teachers can include their own learning objectives.
Student Reflections
Student reflection is an extremely valuable element of student assessment. Because much of the learning in drama is internal and personal, and because students are often inexperienced in using dramatic art to express their intentions, not all learning will be evident in dramatic presentations. Individual student comments in discussions, interviews and written reflections can assist the teacher in assessing the student's understanding of dramatic art form and the meanings the group has been exploring. These comments may also reveal any difficulties which the student is experiencing with the work and the reasons why some objectives are not being achieved. There are several methods of reflection that can be used by students and teachers in drama classes.
Discussion: Students should have many opportunities to openly discuss with their classmates their work and the functioning of the group. Often the comments of one student will prompt affirmation, suggestions, or extension of understanding from another student. The sharing that takes place in these discussions provides information with which the teacher can assess the extent of the learning that has occurred in the lesson and the extent of the need for further work. Anecdotal records can be used to record the assessment information.
Journals: Student journals can provide the teacher with valuable insight into the progress of individual students toward achieving the learning objectives of the unit. Because students have varying abilities to express themselves orally, not all will contribute equally to class discussions. Students who contribute little to discussions will often comment more openly in the privacy of a journal. Teachers can provide students with specific questions to answer in their journals. These questions might require students to reflect on such things as the quality of the work of the group, their individual contributions to the work, the meanings they have uncovered in the work, their understanding of the processes in which they have been involved, their ability to work with others and their opinions about the value of the work.
Because of the personal nature of journals, students and teacher should establish guidelines for their use in the drama class and their role in student assessment. While they may not be directly assessed, journals can provide the teacher with important impressions regarding progress. Such impressions may be recorded in anecdotal records.
Written Questions and Answers: At the end of a unit or after a series of drama experiences on a particular theme, it may be beneficial to receive from the students a more complete reflection than is possible in a few minutes during drama class. In such cases, the teacher might give the students a number of questions to answer, either during or outside of class time. Such assignments give the teacher valuable information on student progress in content, processes and attitudes.
Interviews: Individual interviews are time-consuming, but they can provide extremely valuable contributions to student assessment. During an interview, teacher and student may discuss the progress of the student toward achieving the objectives of the program. The teacher may clarify for the student areas which require further work, and the student may explain to the teacher difficulties, concerns and understandings that are not revealed in any other way. A portfolio containing a variety of student work samples, assessment data and assignments can provide a base upon which to discuss the facilitation of continued progress.
Checklists and Rating Scales: Students may participate in the evaluation of their work and that of others in the class by completing checklists and rating scales similar to those used by the teacher. Students are often more able than the teacher to assess the contributions of members of small groups when there are several groups working simultaneously and when out-of-class time is spent working on a project. Sample Assessment Form #3 is an example of a rating scale that could be used by students to assess the contributions of group members.
Presentations
The assessment of performances and presentations makes up a portion of overall student assessment in Drama. Performances often provide the teacher with examples of a student's progress in understanding the elements of theatre and demonstrating a variety of acting and technical theatre skills. As well, the student's growth in self-confidence and self-discipline is often evident in presentations and performances. Assessment information in this area can be collected on rating scales or checklists.
Evaluation of student performance and presentation can be carried out by the teacher or by both teacher and students. Evaluation should, as always, be linked to the objectives of the unit and reflect individual student progress toward achieving those objectives.
Written Assignments
From time to time in Drama, students may be asked to complete written assignments related to the work at hand. These assignments can be graded as they would in any other class; these grades become a part of the overall assessment of the student's progress. Holistic rating scales or a framework for marking may be used. Written assignments that might be given include:
Other Assignments
Depending on the interests of the students and the approach taken by the teacher, various types of assignments could be evaluated as part of overall student assessment. These assignments could be assessed according to criteria established by the teacher and information recorded on checklists or rating scales and might include:
The three following Sample Assessment Forms provide examples that demonstrate how teachers might assess student progress on the foundational objectives. Teachers are encouraged to refer to Student Evaluation: A Teacher Handbook (1991) for further examples and more detailed discussion of the student assessment procedures described here.