Case Study No. 6 - Contemporary Dance, University of Salford

Elements addressed by study

Special Features:

The module uses developmentally linked assignments through which students work collaboratively to create a group dance piece. A 60% weighting is attributed to process and 40% to the performance product. 

Description of Key Aspects:

For their first assignment students choreograph short solo or duo dance phrases in response to themes and tasks assigned by the module tutor. The first assignment is not summatively assessed but is uses as preparation and stimulus for the group piece. For their second assignment, the students combine these phrases into a group performance piece. Students are assessed for their choreographic and performance skills, for creative and technical development, and for collaborative working.

The project is assessed through performance, a working journal and written evaluation. However, the module tutor is also present for a substantial amount of the process, since many rehearsals take place in class, so assessment grades for process are also based on tutor observations. Tutor feedback is ongoing and given weekly at the end of each class. Students are given written guidelines for writing their journals and are required to write these up on a weekly basis. 

Analysis:

The greater value given to process in the assessment criteria is reflected in the module tutor's approach through the developmental nature of the assignment. The criteria of assessment also enables students to be rewarded for any development of their skills during the project. The preparatory solo/duo work, set by the tutor, also enables the markers to distinguish individual to the group piece.

Though the emphasis on process can cause anxiety for some students, the tutor feels that, generally, they become more closely attentive to the collaborative process rather than focusing just on the performance. 

Evaluation:

The greater emphasis on process in assessment weighting allows students to be rewarded for developing competencies as well as producing outcomes. 
The inclusion of group collaboration in the assessment criteria allows students to be rewarded for effective team-working and communication skills in addition to task related abilities.

Because the first assignment is used for formative assessment purposes only, the students are allowed to make mistakes and learn from then without being penalised through summative grading.