Acting Rubric for Evaluation of Improvisation:

Template Design by Center for Educational Testing & Evaluation—University of Kansas Scoring Criteria 4 3 2 1 Vocal Technique Utilizes adept vocal Clearly projected, Some difficulties in No projection and/or DTA09-7-S.2 techniques to find the articulate voice, with dialogue articulation articulation. No vocal Weight X1 voice of the character vocal variety (pitch, and projection, variety to express the (intonation and rate, tone, tempo, resulting in difficulty of character. connotation, subtext volume, inflection), understanding. Lack of revealed, and vocal used throughout the vocal variety emotion). scene. techniques.

Movement and Blocking, gestures,  Blocking, gestures,  Non-intuitive  No variety in Stage Presence facial expressions facial expressions, blocking and movement in the DTA09-7-S.1-2 create a new insight posture are gesturing, and a scene. Frequent Weight X1 into the given motivated by the disconnect from the break down of circumstances. given circumstances. given circumstances. traditional blocking Actor maintains a  Actor represents a  Actor demonstrates rules, i.e. upstaging, grounded presence, character that is a character that is not being open utilizes levels and grounded, while not grounded  Character represents positioning to create demonstrating (posture & presence the student and not a believable proper stage that is indicative of the textual identity. character. positioning. your character) within the scene.

Characterization  Brings individual  Sustained  Believable  Characterization is DTA09-7-S.1-2 uniqueness to believability through- moments occur with not believable or Weight X2 develop character out performance in piece. present. point of view. based on character  Character  Character  Active tactics point of view. motivations are motivations are connected to  Character typical within the lacking within the character. motivations are given circumstances given circumstances unique within the given circumstances

Relationship  Clearly defined  Relationship  Actors appear to be  Actors are not DTA09-7-S.1-2 relationships with demonstrated engaged in a establishing any Weight X2 others in the scene. through conflict monologue and not relationship outside Relationship is ever  Portrayed through reacting to the of their characters changing and interactions: relationship within sphere and strive to reactionary within emotional, factual, the scene block others in the scene. physical, trust,  Some interactions pursuit of their own  Realistic emotional listening, and silence. present, but the means. levels portrayed. interaction appears  Actor actively to be forced. chooses to ignore the interactions needed to be within the moment. Performance Student engages others Memorized selection, Hesitation within Not memorized, no Fundamentals in a professional professionalism, slate, dialogue, incorrect slate and poor theatre DTA09-7-S.2 collaborative process. etiquette is evident. slate, and etiquette. Weight X1 Student mentors others professionalism lacking. in a professional and supportive manner. Improvisational The use of Effectively Inconsistently No evidence of Techniques improvisational demonstrates the use demonstrates the use improvisational DTA09-7-S. 1-2 techniques to create a of improvisational of improvisational techniques to inform Weight X3 unique script for final techniques to inform techniques to inform the script for final performance is the script for final the script for final performance Templatedemonstrated Design by Center in a for Educationalperformance Testing & Evaluation—Universityperformance of Kansas collaborative fashion.

Peer Critique Provides constructive Completed rubric and Feedback is short and No feedback provided. DTA09-7-S.3 feedback relevant to justification of their not concise, lacking Weight X1 this rubric, class goals, scores. support and Template Design by Center for Educational Testing & Evaluation—University of Kansas Performance Assessment Development Process

The work of the Colorado Content Collaboratives is intended to support effective instructional practice by providing high quality examples of assessment and how assessment information is used to promote student learning.

The new Colorado Academic Standards require students to apply content knowledge using extended conceptual thinking and 21st century skills. Performance assessments have the highest capacity to not only measure student mastery of the standards but also provide the most instructionally relevant information to educators. Further, performance assessments can integrate multiple standards within and across content areas, providing educators a comprehensive perspective of student knowledge and giving students the opportunity to demonstrate the degree to which they understand and transfer their knowledge.

Performance Assessment - An assessment based on observation and judgment. It has two parts: the task and the criteria for judging quality. Students complete a task (give a demonstration or create a product) and it is evaluated by judging the level of quality using a rubric. Examples of demonstrations include playing a musical instrument, carrying out the steps in a scientific experiment, speaking a foreign language, reading aloud with fluency, repairing an engine, or working productively in a group. Examples of products can include writing an essay, producing a work of art, writing a lab report, etc. (Pearson Training Institute, 2011)

The Content Collaboratives worked closely with the Center for Educational Testing and Evaluation from the University of Kansas to establish protocols for the development of performance assessments and to use those protocols to develop performance assessments that include scoring rubrics. The Performance Assessment Development Process includes a collection of resources to aid schools and districts that choose to engage in locally developing performance assessments.

The Performance Assessment Development Process is best utilized when intending to create an assessment for culminating assessment purposes such as a unit, end of course, end of semester, or end of year summative assessment. Additionally, a district, BOCES, or school may wish to create a common performance assessment that can be used across multiple classrooms. Engaging in the Performance Assessment Development Process serves as evidence that an educator is participating in valuable assessment work that aligns to the Colorado Academic Standards, district curriculum, and district goals.

The performance assessments developed by the Content Collaboratives serve as high-quality examples of performance assessments that can be used for a variety of purposes. Scores from these performance assessments are used at the discretion of the district or school.

Template Design by Center for Educational Testing & Evaluation—University of Kansas