Publication Date


Document Type


First Advisor

Fox, Connie (Professor of physical education)

Degree Name

M.S. Ed. (Master of Education)

Legacy Department

Department of Physical Education


Dance for children--Study and teaching; Folk dancing--Study and teaching


This study focused on the development of a valid and reliable folk-dance performance checklist designed for children and the process involved to train educators to use the assessment tool. The purposes of the study were to: (a) determine if a folk-dance performance checklist designed for children had logical validity, (b) establish intrarater reliability coefficients for each rater using the checklist, and (c) establish interrater reliability coefficients for raters using the checklist. Five folk-dance experts critiqued the instrument and determined that the skill components and their related criteria and definitions described performance that represented proficient performance standards. Fourth-grade students were videotaped during regular physical education classes while performing the Israeli folk dance Yesh Lanu Taish to create training and reliability videos for coders to view and score. Five educators with backgrounds in physical education, dance, or both areas participated in a training session to learn how to use the checklist and to code videotaped performance. The scores from each coder were computed to examine reliability data two different ways. Intraclass coefficients based on the one-way repeated measures ANOVA model for a single measure and the average of all measures were computed on each of the six skill components of the checklist and the total score to establish intrarater reliability and interrater reliability (norm-referenced). The percent agreement coders had with the researcher and with their own scores was also calculated (criterion-referenced). Objectivity coefficients were computed to determine agreement among coders for each session. The results of the study support the importance of a training session when using a checklist as a method to evaluate student performance. All coders were able to be trained to effectively apply the performance standards after one four-hour training session. The checklist designed did show promise, and the coders were able to demonstrate high interrater reliability when scoring three of the six skill components. Based on the results and comments from the coders, the checklist was further revised. Future study will determine if the revised checklist is a stronger instrument.


Includes bibliographical references (pages [30]-31)


57 pages




Northern Illinois University

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