Self Evaluation In Drama

In Drama, students’ creative work is assessed formatively and continuously through a range of assessable instruments, including individual and group performances. These purposes of assessment are to determine student readiness for certain dramatic tasks and to gauge students’ competency in Drama. For this task we worked in group of five, and we designed a role play on the theme “friendship”. According to me, we have been able to meet the goal of NCF as it enables learners to demonstrate their potential by working in group, creating an ensemble through a role play. As we are carrying the activity in a drama class, Students can learn content through drama and display their skills and knowledge through authentic assessment. When we use drama

It is vital that Drama assessment follows the guiding principles of ‘good’ and fair assessment. ‘Good assessment’ is fair and ethical, uses multiple methods, is valid and feasible, and it enhances instruction. For peer and self-assessment to be meaningful, learners must understand and have been involved in the construction of success criteria. The first thing that influences my work is assessing higher order thinking in Drama for example how they going to create an ensemble, narrate a story from six frame and perform on that story. Thus it ensures that the curriculum (what is taught), pedagogy (how it is taught), and assessment (how the content is assessed) are in alignment. The second ethics is the validity of criterion. It is particularly crucial to identify criterion constructs whenever potentially contaminated criterion measures, such as ratings. We must designed our blueprint in a valid way as we will use same data for marking criteria, assessment task and rubric. Even the aim and content too should be well

This will help students who don’t always respond to written materials. They can connect students with their own environment and culture, as well as with other cultures. Teaching with pictures creates a direct, sensory connection between learners and their subjects that results in new levels of interest and attention. Thus it also creates students with higher levels of visual literacy. It is also a powerful way to facilitate concept learning, the skill of classification which helps children develop high levels of reasoning and assessment abilities. It is an excellent means to enhance students’ sensory literacy, allowing them to develop the ability to compile evidence through sight, touch, hearing, smell, and even taste, and to analyze and articulate that evidence. Lessons incorporating objects are effectively carried out in small