IMPLEMENTATION OF ASSESSMENT OF LEARNING FRAMEWORK FOR EARLY CHILDHOOD EDUCATION ON THE ARTS OF DANCE

Abstract

The need for a structured and objective dance assessment framework is evident, which leads to a more valid and reliable assessment process. This study aims to develop a systematic and developmentally appropriate dance assessment framework for early childhood education by integrating wiraga (body movement), wirama (rhythm), and wirasa (expression) as core evaluation dimensions. The research responds to the need for a structured yet flexible assessment model that aligns with young children's motor, rhythmic, and expressive development in dance activities. This study employed a qualitative research approach using field observations, interviews, and documentation analysis in kindergarten institutions that implement structured dance extracurricular programs. The purposive sampling technique was applied to select participants, including dance instructors and homeroom teachers. Data were analyzed through thematic analysis, incorporating triangulation to ensure validity and reliability. The study identified three key dimensions (wiraga, wirama, wirasa) and 13 assessment indicators that offer a structured, yet adaptable evaluation framework. Unlike conventional assessments focusing solely on final performance, this framework emphasizes process-oriented assessment, ensuring that dance learning aligns with children's cognitive, motor, and artistic development. The findings highlight how assessment is conducted through systematic observation of movement accuracy, rhythmic synchronization, and expressive engagement, providing a comprehensive and developmentally appropriate approach to dance evaluation. This study contributes to early childhood dance education by establishing a standardized yet adaptable assessment framework, bridging gaps in previous research that lacked structured evaluation criteria for young learners. The findings offer a practical reference for educators in designing inclusive and effective dance curricula. However, the study is limited to specific institutional settings, requiring further validation across different cultural and educational contexts. Future research should explore quantitative validation and the applicability of the assessment framework in various dance genres and early childhood learning environments.