ADV Assessments - Classical * Jazz * Tap * Contemporary *

ADV teachers love our holistic assessment process.

The Options:
The option system has been structured to give teachers, students and parents, a choice in the style of assessment process they prefer.

Teachers may elect to present students for assessment by:

OPTION 1 - ADV syllabus work and students receive a report and grade
OPTION 2 - ADV syllabus work and students receive a report

This way of assessing is designed to encourage students to strive for excellence within their level of ability and to focus on the concept of growth and overall development, rather than comparing one student with another. Students are assessed against learning outcomes and performance criteria within the syllabus.  Developmental assessments provide a broader and fairer perspective on student growth.

The program also allows teachers to be part of the assessment process.

This gives:

  • Flexibility and recognition that students of dance are individuals who develop physically, emotionally and cognitively at different rates. Therefore, it encourages students to present themselves for assessment. This allows the student to progress at their own rate with appropriate encouragement and discipline without penalty.
  • Opportunities for students to participate in and enjoy dancing, regardless of their physique and natural ability.

Option Changes

At the assessor’s discretion, students entered under Option 1 may be changed to Option 2 at the time of the assessment.  Students presented under Option 2 may be encouraged by the assessor, in consultation with the teacher, to receive a mark and change to Option 1 if the level of work warrants it. 


Beginner students are assessed under Option 2 only.  The aim is to provide the students with comments on their performance and their strengths and weaknesses where appropriate.

A scaling system has been introduced into the assessment process to reflect the attitude of the student in relation to ability. This system can penalise a student with high ability who has a poor attitude to the work and lessons but will assist and give encouragement to the student with low ability but a good attitude to the work and lessons.   Students with approximately equal ability and attitude will not be greatly affected by the scaling factor.

As the teacher assesses the student’s attitude over a long period and attendance at lessons is taken into consideration in determining the attitude mark, the teacher can have considerable influence on the final result and grade of the student.

Therefore, teachers must make sure that they fairly assess the student’s attitude. 

The ADV assessments program is different!

The ADV syllabus encourages parents to participate in the dance assessment process of their children.

Teachers are advised to consult with parents with regard to the Option system thereby taking into account the individual physical, emotional and cognitive development of the student.

Students in dance are often high achievers.  If they perceive pressure to please their parents, this can add to their stress, both positive and negative, for daily living and growing.

Parents are encouraged to support their children in their efforts, to reassure them that dance is for the child's own enjoyment and that they are loved for themselves, rather than for their achievements.

  •  If children are interested, encourage them to dance. However, if the child is not willing to dance, do not force them.
  • Encourage dance students to see live professional dance performances as often as possible.
  • Teach children that a good attitude, hard work and effort throughout the year is as important as "winning" so that the results of each assessment or performance is accepted without undue disappointment.
  • Encourage children to always participate according to the rules of the school and the assessment program.
  • Focus upon the child's efforts and performance rather than the overall outcome of the assessment. This assists children in setting realistic goals related to their ability by reducing the emphasis on winning.
  • Never ridicule a child for making a mistake or not reaching an expectation in an assessment.
  • Remember, children are involved in dance for their enjoyment, not yours.
  • Remember, children learn best from example. Applaud good performances by all of the performers.
  • If you disagree with an assessor, raise the issue through the appropriate channels rather than question the judgment in public.
  • Support all efforts to remove verbal and physical abuse from dance activities.