Developing and Defining Action Verbs Capturing the Outcome of Complex Thinking in the Performing Arts

• In Event: AERA Poster Session 11
  In Poster Session: Division H Section 3 Poster Session 1: Perspectives on Assessment in Schools

Abstract

Action verbs can be used to clarify standards to teachers and students. Many commonly used action verbs are derived from Bloom’s taxonomy for cognitive learning and are not always appropriate to assess student achievement in the performing Arts, i.e. performance, composition or choreography. This study presents ongoing, collaborative work between teachers, practitioners, examiners and researchers to develop unique action verbs linked to recognisable levels of student attainment in music and dance at the high school level. Four attainment vignettes were developed per subject, matching teacher and examiner experiences at this level. Feedback from teachers and examiners resulted in a set of action verbs and definitions which are used in criteria formulation for summative assessment of performance, composition and choreography.

Authors

• Rebecca N. Hamer, International Baccalaureate

• Christina Haaf, International Baccalaureate