Playing with B-boy: Course Assessment of Breakdance Based on OBE Concepts

This article introduces the principles of outcome-based education (OBE) into the assessment framework for breakdance courses, aiming to systematically assess students' performance based on clear learning outcomes. Breakdance has recently become part of formal education, especially in arts and physical education, and was included as a competitive sport in the 2024 Paris Olympics. Despite this increased focus, standardized assessment models for breakdance education are still lacking. This article addresses this gap by reviewing existing literature on OBE and breakdance education and proposes a structured framework for assessment. A systematic review of peer-reviewed studies from 1970 to 2024, sourced from databases like Web of Science, Scopus, and Google Scholar, was conducted. Of the 432 initial results, 16 articles were identified as relevant. While these studies do not directly address OBE in breakdance, they provide theoretical insights for the development of an assessment model. The proposed framework includes four key areas: skill development, creativity and self-expression, teamwork and communication, and cultural understanding, offering clear and objective guidelines for teachers to assess students. However, applying OBE to breakdance education presents challenges, such as standardizing assessment criteria and objectively measuring creative and performative aspects. Additionally, performance-based assessments may overlook important dimensions like cultural understanding and emotional expression. This article offers a pioneering framework for breakdance assessment based on OBE, contributing to the standardization of street dance education. Future research should focus on adapting this framework to different cultural contexts and exploring the long-term effects of OBE on student outcomes in creativity, teamwork, and social responsibility.