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Explore learning programmes and tests across fifteen countries. Read published elements, compare pathways and search the official evidence in one place.

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Browse a countryExplore its programmes, levels and collected requirements.From day oneDiscover beginner learning programmes and their stages.Explore a skillFind jumps, spins, turns and dances across countries.Compare two countriesSee documented similarities and differences, not equivalent qualifications.
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Start with a country, a beginner programme or an element. Open a level to read its collected requirements. Expand programme stages to see the exercises inside.

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Dance Assessment Resource Guide

Canada · English · 160 pages

Preserved research snapshot; live currency not reverified. Original-language text is shown as extracted. An original-page image is provided for diagram-only pages and the British skills guides. Extracted table text can lose column alignment; check the original before interpreting a table.

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Page 160

Dance Assessment Resource Guide February 2026 Copyright © 2026 Skate Canada 160 Assessment Logistics Format Assessments for STAR 1-5 level skaters will use either the Introductory, Transitional or Classic format as appropriate. All assessments at this level should be conducted on a regular training session. Dance assessments for levels STAR 5A, STAR 6 and higher should be conducted on “clear ice”, apart from another dance being assessed. There may be more than one evaluator with the evaluators alternating skaters or with skaters starting their dance at opposite ends of the ice. In the case of two skaters, each evaluator is assigned to an end of the rink and assesses the skaters who start at their end. Each evaluator assesses their skater and communicates to each other when their assessment is complete to signal the end of the music. Re-skates Element assessments at the STAR 1, 3B and 5B will indicate the number of re-skates permitted on the assessment sheet. There are no re-skates for pattern dances or the Gold Rhythm Dance. Request for a “solo” performance or new partner/shadow Evaluators may request a solo performance or a new partner/shadow (if available) in the following situations: - The evaluator feels the performance of the partner or shadow was detrimental to the skater’s success. - The evaluator feels the partner/shadow provided too much assistance to the skater; therefore, a true assessment of the skater’s ability was hampered. This is not considered a re-skate and supports “the best interest of the skater” philosophy. The evaluator will use the second performance to determine the final outcome.