Experiencing evaluation: a case study of girls' dance

Abstract

This paper outlines action research that was undertaken as a part of a DfES Best Practice Research Scholarship (BPRS).1 The aims of the research were, firstly, to investigate how girls at Key Stage 3 and 42 feel about evaluating and being evaluated in dance and, secondly, to devise a range of evaluation tasks which enable pupils both to evaluate with confidence, and to use the information to improve their performance. The research utilised questionnaires and interviews to obtain information about girls' feelings about evaluation. The results reveal that the girls found the social environment they worked in significantly influenced their feelings and performance in dance. In particular they experienced feelings ranging from ‘nasty and hypocritical’ to ‘embarrassed and self-conscious’. These feelings were fuelled through the use of the video camera. Evaluating was found to be difficult because of such factors as the speed of the movement, too many things to look for and a lack of knowledge of composition. A preference was shown by the pupils for evaluation to be conducted in a one-to-one situation or by self-evaluation from a video, so long as it was conducted privately. Finally, the study identifies the importance of evaluation for helping pupils make progress and improve, as well as illustrating the pupils' growing recognition of the importance of such processes.

Accepted under the editorship of susan capel.

Keywords:

• Performance
• Composition
• Evaluation
• Dance
• Girls
• Self-confidence

Notes

Accepted under the editorship of susan capel.

BPRS is a Government initiative that provides funding for teachers to undertake small-scale classroom-based research.

Education in England and Wales is divided into four Key Stages: KS1 5-7, KS2 17-11, KS3 11-14, KS4 14-15.

SATs only apply to the core subjects of Mathematics, English and Science.

BPRS Mentor.

Adviser for Physical Education and Sport.