Assessment in dance presents several challenges because it is primarily performance based. It can be difficult to observe several students simultaneously moving and also assess how they meet the stated criteria. Sometimes there are only a few seconds to observe a movement and a student may need to be asked to repeat the movement several times. Conducting a performance assessment takes practice followed by analysis and reflection. This article offers a strategy for assessing dance that recognizes teachers who are new to teaching dance, teachers with some experience, and those with a strong dance background. The sample assessments provided in this article describe the variations between assessing as a novice, emerging, or experienced assessor. Each sample is structured to include the unit or lesson topic, outcome, purpose, assessor, instrument and assessment recording form. (Contains 1 figure and 10 tables.)