Music and performing arts
Performance peer assessment
Use four drama criteria to assess a performance: vocal projection, facial expression, blocking and timing. Pupils can record evidence for two performers, follow the audience house rules and write a specific two-stars-and-a-wish response for discussion.
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Use four drama criteria to assess a performance: vocal projection, facial expression, blocking and timing. Pupils can record evidence for two performers, follow the audience house rules and write a specific two-stars-and-a-wish response for discussion.
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REVIEWER CLASS DATE LEARNING GOAL Judge a performance against clear criteria and give feedback that helps. 1 Score the show ACT 1 4 criteria Before: read what each criterion looks like. During: circle one score for each performer. After the bow: write what you saw or heard. SCORE GUIDE: NUMBERS AND WORDS 1 Not yet 2 Getting there 3 Secure 4 Show-stopper Who am I watching? A INITIALS B INITIALS CRITERION: LOOKS LIKE SCORE GUIDE PERFORMER A PERFORMER B Vocal projection Every word reaches the back row without shouting. Breathe from the belly, face out, finish each line. 1 Hard to hear 2 Heard at the front 3 Clear to the back 4 Every word carries CIRCLE 1 2 3 4 CIRCLE 1 2 3 4 Facial expression The face shows what the character feels, and keeps reacting while others speak. 1 Blank or giggling 2 Shows some feelings 3 Fits the character 4 Reacts all the time CIRCLE 1 2 3 4 CIRCLE 1 2 3 4 Blocking Moves to the planned places on stage, stays open to the audience and is never hidden. 1 Often hidden 2 Knows most moves 3 Open, with purpose 4 Moves tell the story CIRCLE 1 2 3 4 CIRCLE 1 2 3 4 Timing Comes in on cue, keeps the pace right for the scene and pauses on purpose. 1 Long gaps or rushed 2 Some cues late 3 Cues on time 4 Pauses for effect CIRCLE 1 2 3 4 CIRCLE 1 2 3 4 Performance peer assessment 1 Score 2 Feedback 3 Teacher DRAMA AGES 11 TO 14 PEER ASSESSMENT FRONT ROW CRITICS Score a performance with fair, kind feedback. ACT 1 SUCCESS CRITERIA I can score each criterion using the guide. I can back up a score with what I saw or heard. I can give feedback that is specific, kind and useful. CRITIC'S RULE Score what you see, not who you like. PageĀ 1Ā ofĀ 2
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2 Audience house rules FRONT OF HOUSE Read these before curtain up. A great audience helps every performer do their best. Eyes on the stage, phones away. Sit still and quiet while they perform. React honestly: laugh, gasp, listen. Save your feedback for after the bow. Clap every performer, every time. 3 Two stars and a wish ENCORE 2 cards Write one card for each performer. Use initials only. Make every comment specific, kind and useful. Cut along the dashed lines and hand it over after the bow. STARTERS I noticed that you... It worked well when... Next time, try... It would be even better if... BEFORE YOU HAND IT OVER I named a moment. It is kind. My wish gives a next step. Performance peer assessment 1 Score 2 Feedback 3 Teacher DRAMA FRONT ROW CRITICS BE A GREAT AUDIENCE FOCUS 1 STILL 2 REACT 3 WAIT 4 APPLAUSE 5 TO (INITIALS) FROM (INITIALS) Star Star Wish TO (INITIALS) FROM (INITIALS) Star Star Wish PERFORMER ADMIT ONE A PERFORMER ADMIT ONE B PageĀ 2Ā ofĀ 2
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Performance peer assessment Teacher companion Drama | Pupils aged 11 to 14 Use with the exact 2-page original file. Keep pupil or staff activity pages separate from this teacher companion. When to use it Use this after pupils have rehearsed a short scene and understand the performance criteria. Read the audience expectations before curtain up, then keep scoring focused on what can be seen or heard. Give feedback after the bow, as the worksheet directs. Purpose Use performance criteria to record an observation, assign a supported score, and give a performer feedback that is specific, kind and useful. Start here Read the four score levels and the critic's rule to assess what is seen, not who is liked. Explain how pupils will use initials on feedback cards. A teaching sequence 1. Before the scene, review vocal projection, facial expression, blocking and timing with the score descriptors. 2. During the performance, note an example for each selected criterion for performer A or B. 3. After the bow, use the two-star and wish prompts to describe two effective moments and one next step. 4. Complete the feedback check before handing over a card: name a moment, keep it kind and make the wish useful. Agree what pupils can try next, then ask which detail supports their response. Checking guidance Look for a comment tied to an observable moment, such as a clear voice or an entrance on cue. Ask, āWhich part of the scene showed that?ā If feedback comments on popularity or personality, redirect it to a choice made during the performance. Model āAt the entrance, your pause made the audience look towards the doorā rather than āYou were greatā. A wish should name one rehearsal action the performer can try. Support Let pupils focus on one criterion and rehearse feedback aloud with a sentence starter before writing. Offer a private handover or adult support for feedback that may feel difficult to receive. Take it further Ask a performer to choose one piece of feedback and identify a rehearsal action that could test it. A reviewer can explain how a specific performance choice shaped the audience's understanding without assuming every audience member reacted in the same way. Things to keep in mind Scores are prompts for structured peer discussion, not validated grades. Follow school policy for feedback records, use initials only and keep comments on observable performance rather than identity or popularity. Offer a private feedback route where needed. Performance peer assessment Teacher companion | Page 1
A teaching sequence
Use performance criteria to record an observation, assign a supported score, and give a performer feedback that is specific, kind and useful.
Review the performance criteria
Before the scene, review vocal projection, facial expression, blocking and timing with the score descriptors.
What would projection, expression, blocking or timing look or sound like here?
Record each performer's evidence
During the performance, note an example for each selected criterion for performer A or B.
Which moment belongs to performer A and which to performer B?
Write two stars and a wish
After the bow, use the two-star and wish prompts to describe two effective moments and one next step.
What observed moment supports each strength and the next step?
Check and share useful feedback
Complete the feedback check before handing over a card: name a moment, keep it kind and make the wish useful. Agree what pupils can try next, then ask which detail supports their response.
Is the comment specific, kind and possible to act on?
Before you teach
Look for the thinking behind an answer, choose the support your class needs and leave room for an independent response.
What to look for
Look for a comment tied to an observable moment, such as a clear voice or an entrance on cue. Ask, āWhich part of the scene showed that?ā If feedback comments on popularity or personality, redirect it to a choice made during the performance. Model āAt the entrance, your pause made the audience look towards the doorā rather than āYou were greatā. A wish should name one rehearsal action the performer can try.
Give a little support
Let pupils focus on one criterion and rehearse feedback aloud with a sentence starter before writing. Offer a private handover or adult support for feedback that may feel difficult to receive.
Take the idea further
Ask a performer to choose one piece of feedback and identify a rehearsal action that could test it. A reviewer can explain how a specific performance choice shaped the audience's understanding without assuming every audience member reacted in the same way.
Things to keep in mind
Scores are prompts for structured peer discussion, not validated grades. Follow school policy for feedback records, use initials only and keep comments on observable performance rather than identity or popularity. Offer a private feedback route where needed.
Keep the idea. Make it yours.
Bring your topic, learning goal and class context to PLAIā¢, then review what you create.
Ideas to try with your class
Sample teaching perspectives on what to try, what to adapt and what to watch for.
Meet The Creators
Meet a creator whose teaching interests connect with this template.
Open Book Pause
The two-page drama tool rates vocal projection, facial expression, blocking and timing for two performers, then provides audience rules and a two-stars-and-a-wish slip. It requires a moment from the performance to support each comment.
Bright Margins
Feedback follows a clear order: read the criteria, observe the scene and comment after the bow. āScore what you see, not who you likeā makes fairness an explicit part of the task.
Tea Break Notes
The starters prompt pupils to notice a moment, identify when it worked and suggest a next step. Initials-only cards limit personal information while the audience rules protect the performance space.
One Last Sticky Note
Scores describe this performance against the listed drama criteria, not the performerās worth. Keep each wish specific and kind, and do not use facial expression or vocal projection to rank personality.