Dance - clarifications of internally assessed standards

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This information is designed to assist teachers in their understanding of the internally assessed standards in Dance.

Level 1 Achievement Standards

AS90001 version 3 - Compose movement sequences

AS90002 version 3 - Perform dance sequences

The Level 1 Internal Assessment Resources on TKI have recently been up-dated (May 2008).

The activity for AS90001 version 3, Dance/1/1_A5 Making New Moves now provides a more specific assessment schedule for this choreographic standard.

Making new moves

• As stated in Explanatory Note 10, students may collaboratively choreograph any of the tasks but there needs to be clear evidence of each student's contribution to the development of the choreography.
• It is recommended that students be awarded the highest grade achieved over the 2-3 tasks for each of AS90001 and AS90002. However, students must reach Achieved in 2 tasks to achieve overall.
• When submitting moderation for AS90001 and 90002, it is appropriate to send samples of student evidence in DVD or VHS form for just one brief (or dance). However full written materials are required for both (or all) dances.

Level 2 Achievement Standards

AS90293 version 2 - Choreograph a section of dance for a group

AS90294 version 2 - Choreograph a solo dance

• AS90293 should be a choreographed dance for a group (minimum 3) that shows spatial and timed interactions amongst the dancers.
• It is a requirement for both AS90293 and AS90294 that students describe their chosen theme/idea/mood or image and explain the choreographic intention in either written or verbal form (Explanatory Notes 12 and 9). This evidence should be included with the moderation materials.

Other Issues

• If using unit standards or achievement standards to assess students on their Polyfest, Kapa Haka, Stage Challenge or school production performances, it is recommended that the assessment be undertaken during a dress rehearsal where facial expression, focus, technique, etc. can be viewed clearly. It would be appropriate to choose a section of the intended performance to match the length specified in the explanatory notes of the standard, enabling students to better maintain performance focus throughout the assessment.
• A student instruction sheet and an assessment schedule should be developed for the activities to be assessed using Dance unit standards.
• Assessment schedules should be made specific to suit the task, i.e. choreographic brief or performance expectation appropriate for the style of dance. Refer to the TKI resources for models of this.
• It is recommended that assessors use student mark sheets to provide quality feedback and feed-forward for each assessment. Include these with moderation materials to give the moderator full information about how you reached your decision.
• Submitted DVD or video evidence should only contain footage for moderation. For moderation purposes, clearly identify individual student positions on the stage or within the group e.g. Student A is second from the end, second left.
• See Assessment Matters circular A2008/016 - 2 May 2008 Preparing Visual Submissions for Moderation for NQF Qualifications for further details of how to submit visual materials.