What evaluation is for

Evaluation is how you keep training honest. It protects quality, protects safety, and gives students clear feedback on what to improve.

• Quality: technique is stable and repeatable, not lucky.
• Safety: students control contact and intensity.
• Consistency: standards don’t change based on mood or personality.
• Motivation: students know exactly what “better” means.

Readiness vs performance

A student can have a “good day” and still not be ready. Readiness means the basics hold under normal pressure and minor stress.

• Performance: they can do it once when focused.
• Readiness: they can do it consistently, on both sides, with control.

Teaching shortcut: evaluate the base (stance/line/balance) before evaluating speed or “power look.”

The evaluation pillars

Use the same pillars across all ranks. The difference between ranks is the standard of precision and control.

• Fundamentals: stance, posture, stepping, balance, timing.
• Patterns (Tul): accuracy, lines, rhythm, finish quality.
• Application: simple partner work with control and awareness.
• Sparring: distance, timing, control, composure.
• Knowledge: terminology, tenets/oath, basic theory and etiquette.

Minimum standards (pass/fail gates)

These are non-negotiable gates. If these fail, the student is not ready — even if they know the pattern.

Gate 1: Control

• Can stop immediately on command.
• Contact is appropriate for level and rules.
• No reckless behavior, no anger-driven actions.

Gate 2: Balance & stability

• Finishes techniques without wobble or recovery steps.
• Stance length/height is consistent on both sides.

Gate 3: Alignment & safety

• Knees track feet (no collapse inward).
• Posture is stable (no leaning to “get power”).
• Striking tools and joints are positioned safely (wrist stacked, etc.).

These gates keep belts meaningful and keep students safer as intensity increases.

A simple rubric (easy and consistent)

Use a 1–5 scale for each category, or keep it simple with Pass / Needs Work. The key is consistent definitions.

Fundamentals rubric

• 5 (Excellent): stable base, clean timing, consistent both sides.
• 3 (Acceptable): mostly stable, minor errors that don’t break control.
• 1 (Not ready): wobble, poor alignment, early tension, unsafe structure.

Patterns rubric

• 5: accurate sequence, clean lines, rhythm, crisp finishes.
• 3: correct sequence, minor line/turn errors, acceptable rhythm.
• 1: wrong sequence, drifting lines, repeated pauses, unstable finishes.

Sparring / application rubric

• 5: calm control, good distance and timing, safe contact.
• 3: basic control, some rushing, still safe.
• 1: uncontrolled contact, panic movement, unsafe intensity.

How to run a test (clean flow)

A good test has rhythm. It should feel organized, not chaotic.

Recommended flow

1. Opening: rules, expectations, safety reminder.
2. Basics: stance/stepping/techniques (this reveals most issues).
3. Patterns: run once, then a short segment repeat if needed.
4. Application: one or two controlled partner drills.
5. Sparring: light rounds or level-appropriate drills.
6. Knowledge: terminology, tenets/oath, brief theory questions.
7. Close: feedback summary and next steps.

Instructor tip: keep the test moving. Long downtime increases nerves and reduces quality.

Pre-test evaluation (how to avoid surprises)

Tests should confirm what you already know. Use small “micro-evals” during regular classes.

• Freeze test: finish technique and hold 2 seconds.
• Line test: step along a taped line, turns land aimed.
• Timing test: relax travel, snap finish, breathe correctly.
• Control test: stop instantly during sparring drill.

If a student fails these repeatedly, they’re not ready — and that should be communicated early.

What to do when a student isn’t ready

This is where many schools lose standards. “Not ready” should be a plan, not a punishment.

• Be specific: name 1–3 root issues (not 15 small details).
• Give a fix plan: drills and frequency (e.g., line walk 3x/week).
• Set a check date: a short follow-up evaluation.
• Encourage: reinforce that the goal is real skill, not speed.

Teaching line: “We’re protecting your progress. When you earn it, you’ll feel it.”

Common testing mistakes

Mistake: Testing memorization more than mechanics

• Result: students advance with weak fundamentals.
• Fix: basics and stability are the main test — patterns confirm it.

Mistake: Inconsistent standards

• Result: students feel testing is unfair.
• Fix: use the same rubric and gates every test.

Mistake: Letting intensity replace control

• Result: injuries, ego culture.
• Fix: control gate first; intensity is earned.

Mistake: Too many categories and too little clarity

• Result: feedback becomes noise.
• Fix: focus on a few root causes and actionable drills.

Instructor tools: simple evaluation phrases

These phrases keep feedback clear and consistent:

• “Base first.” (stance/line before hands)
• “Finish stable.” (no recovery step)
• “Relax then snap.” (timing)
• “Control is the gate.” (sparring / partner work)
• “One fix this week.” (focus on root cause)

Next

Evaluations also depend on instructor consistency and leadership. Go to Role of the Instructor.