Assessment Rubric (Dance)
Standard: Emotional and Social Wellness
Kindergarten:
Students can
demonstrate
the ability to
follow
directions, by
starting and
stopping on an
auditory and
visual signal.
1- I cannot
start and
stop on
auditory and
visual
signals.
2- I am
beginning to
start and
stop on
auditory and
visual
signals.
3- I can
start and
stop on
auditory and
visual
signals.
4- I can
start and
stop on
auditory and
visual signals
and describe
what the
signals were.
1st Grade:
Students can
perform a
simple sequence
of movements
within given
parameters and
guidelines.
1- I cannot
perform a
simple sequence
of movements
within given
parameters and
guidelines.
2- I am
beginning to
perform a
simple sequence
of movements
within given
parameters and
guidelines.
3- I can
perform a
simple sequence
of movements
within given
parameters and
guidelines.
4- I can
perform a
complex
sequence of
movements
within given
parameters and
guidelines.
Assessment Rubric (Dance)
Standard: Emotional and Social Wellness
2nd GradeStudents can
encourage
others by
using verbal
and nonverbal
communication.
1- I cannot
encourage
others by
using verbal
and nonverbal
communication.
2- I am
beginning to
encourage
others by
using verbal
and nonverbal
communication.
3- I can
encourage
others by
using verbal
and nonverbal
communication.
4- I can
3rd GradeStudents can
identify the
positive
behaviors of
self and
others.
1- I cannot
identify the
positive
behaviors of
self and
others.
2-I am
beginning to
identify the
positive
behaviors of
self and
others.
3-I can
identify the
positive
behaviors of
self and
others.
4-I can
identify the
positive
behaviors of
self and
others and use
them.
encourage
others by using
verbal and
nonverbal
communication
and explain why
it is important.
Assessment Rubric (Dance)
Standard: Emotional and Social Wellness
4th Grade:
1- I cannot
Standard 2:
measure and
Physical and
record personal
Personal Wellness
heart rate
Students can
before, during,
measure and
and after
record personal
moderate to
heart rate
vigorous
before, during,
and after
exercise.
2- I am beginning 3- I can
to be able to
measure and
measure and
record personal
record personal
heart rate
heart rate
before, during,
before, during,
and after
and after
moderate to
moderate to
vigorous exercise. vigorous
exercise.
4- I can measure
5th Grade:
1- I cannot
2- I can start to
3- I can
4- I can
Students can
contribute ideas,
and listen to the
ideas of others in
cooperative
problem-solving
activities.
contribute ideas,
and listen to the
ideas of others in
cooperative
problem-solving
activities.
contribute ideas,
and listen to the
ideas of others in
cooperative
problem-solving
activities.
contribute ideas,
and listen to the
ideas of others in
cooperative
problem-solving
activities.
contribute ideas,
and listen to the
ideas of others in
cooperative
problem-solving
activities and help
others do the
same.
moderate to
vigorous exercise.
and record
personal heart
rate before,
during, and after
moderate to
vigorous exercise
and explain why it
is important to
know how to do
this.
Assessment Rubric (Dance)
Standard: Emotional and Social Wellness
I can start and
stop on auditory
and visual signals.
Kindergarten
Assessment Rubric (Dance)
Standard: Emotional and Social Wellness
I can perform a simple
sequence of
movements within
given parameters and
guidelines.
1st Grade
Assessment Rubric (Dance)
Standard: Emotional and Social Wellness
I can encourage
others by using
verbal and nonverbal
communication.
2nd Grade
Assessment Rubric (Dance)
Standard: Emotional and Social Wellness
I can identify the
positive behaviors
of self and others.
3rd Grade
Assessment Rubric (Dance)
Standard: Emotional and Social Wellness
Standard 2: Physical and
Personal Wellness I can
measure and record personal
heart rate before, during,
and after moderate to
vigorous exercise.
4th Grade
Assessment Rubric (Dance)
Standard: Emotional and Social Wellness
I can contribute ideas,
and listen to the ideas
of others in
cooperative problemsolving activities.
5th Grade