In education, creative drama is a valuable tool for promoting students’ creativity, empathy and personal development. When evaluating drama-based activities, it is important to use alternative assessment methods to the usual ones. In this video we will show you some of them.

I. Alternative evaluation methods for drama activities

  1. Rubric-based assessment: Rubrics are effective tools for evaluating performance in drama activities. A rubric is a guide that describes the specific points that will be used to evaluate student work. By using a rubric, teachers can objectively and consistently assess aspects such as vocal expression, body language, character interpretation and creativity. Rubrics allow students to clearly understand performance expectations and provide extensive and constructive feedback.
  2. Portfolio assessment: Portfolios are an effective way of assessing student growth and progress in creative drama. Students can collect and organise evidence of their work, such as photographs, videos, performance journals and written reflections. Portfolios allow students to demonstrate their development over time, showing how they have improved their acting skills, teamwork and creativity.
  3. Assessment through live performance: Evaluation through live performance gives students the opportunity to show their talents and skills in an authentic environment. Teachers can assess live performance by considering aspects such as emotional expression, non-verbal communication, improvisation and interaction with other actors.

II. Criteria for the evaluation of the students’ performance in Creative Drama:

  1. Vocal and physical expression: Assess students’ ability to use their voice and body effectively in performance. This includes voice projection, articulation, tone, intonation, rhythm, posture, movement and facial expression.
  2. Character performance: Assess students’ ability to understand and convincingly portray characters. This involves understanding the character’s motivations and emotions, consistency in characterisation and the ability to adapt to different roles and situations.
  3. Creativity and originality: To assess students’ ability to generate original and creative ideas in performance. This includes improvisation, creative problem solving and the exploration of new forms of theatrical expression.
  4. Teamwork and Collaboration: To assess students’ ability to work effectively in a team and to collaborate with other actors. This includes listening and responding to others in a positive way, sharing ideas and responsibilities, and adapting to the needs of the group.

III. Include self-reflection and peer feedback:

  1. self-reflection: self-reflection is a powerful tool that allows students to assess their own progress and growth in creative drama. Students can keep performance journals in which they record their thoughts, challenges, achievements and goals. By reflecting on their work, students can identify areas for improvement and set personal goals for their development.
  2. Peer feedback: Peer feedback offers students the opportunity to learn and improve from the perspective of their colleagues. By giving and receiving constructive feedback, students can develop critical evaluation skills and learn to appreciate different approaches and performance styles. Peer feedback also fosters a supportive and collaborative environment in the drama classroom.

    Alternative assessment methods such as rubrics, portfolios and live performances are effective tools for assessing students’ skills and growth in creative theatre. In addition, incorporating self-reflection and peer feedback further enhances the quality of assessment by promoting self-awareness, personal development and collaborative learning. By using these approaches, educators can promote an enriching and stimulating learning environment in creative drama.