Introduction To Washington educators who teach theatre: Welcome to one of our OSPI-developed performance assessments and this implementation and scoring guide. This document is part of the Washington assessment system at the Office of Superintendent of Public Instruction (OSPI). The assessments have been developed by Washington State teachers and are designed to measure learning for selected components of the Washington State Learning Standards. They have been developed for students at the elementary and secondary levels. Teachers from across the state in small, medium, and large districts and in urban, suburban, and rural settings piloted these assessments in their classrooms. These assessments provide an opportunity for teachers to measure student skills; they can both help teachers determine if learning goals have been met, and influence how teachers organize their curricula. They also provide an opportunity for students to demonstrate the knowledge and skills they have gained. These assessments: Provide immediate information to teachers regarding how well their students have acquired the expected knowledge and skills in their subject areas. Inform future teaching practices. Provide resources that enable students to participate in measuring their achievements as part of the learning experience. Included in this document are: directions for administration assessment task scoring rubrics additional resources Our hope is that this assessment will be used as an integral part of your instruction to advance our common goal of ensuring quality instruction for all students. If you have questions about these assessments or suggestions for improvements, please contact: Anne Banks, Program Supervisor, The Arts (360) 725-4966,
Performing: Character Analysis The student demonstrates a thorough understanding of character analysis by meeting all four of the following requirements: Identifies the play and playwright and summarizes the plot using the vocabulary of theatre. Identifies any given circumstances in the monologue (using the vocabulary of theatre correctly). Identifies the character’s objectives, obstacles, and tactics within the monologue (using the vocabulary of theatre correctly). Evaluates movement work, vocal work, emotional work, and level of focus (concentration) in the performance (using the vocabulary of theatre correctly). The student demonstrates an adequate understanding of character analysis by meeting three of the four requirements listed at left. The student demonstrates a partial understanding of character analysis by meeting two of the four requirements listed at left. The student demonstrates a minimal understanding of character analysis by meeting one of the four requirements listed at left. The student demonstrates no understanding of character analysis, having met none of the four requirements listed at left. Responding: Character Development The student demonstrates a thorough understanding of character in a memorized monologue by meeting all four of the following requirements: Uses a series of movements that enhance and bring to life a believable and sustainable character. Makes a series of vocal choices that enhance and bring to life a believable character. Selects appropriate emotions that demonstrate the character’s objectives, obstacles, and tactics. Maintains focus throughout the entire performance. The student demonstrates an adequate understanding of character in a memorized monologue by meeting three of the four requirements listed at left. The student demonstrates a partial understanding of character in a memorized monologue by meeting two of the four requirements listed at left. The student demonstrates a minimal of character in a memorized monologue by meeting one of the four requirements listed at left. The student demonstrates no understanding of character in a memorized monologue, having met none of the four requirements listed at left. Assessment Rubric Response Sheets Student’s Name/ID# _____________________________________________ Grade Level _________