For Teachers

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.