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Assessing dance: a phenomenological study of formative assessment in dance education
Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.ORCID-id: 0000-0002-1114-9746
2014 (Engelska)Ingår i: InFormation: Nordic Journal of Art and Research, ISSN 1893-2479, E-ISSN 1893-2479, Vol. 3, nr 1, s. 24-38Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This article includes a study that examines how formative assessment in dance education is constituted in three Swedish upper secondary schools. The starting-point for the study is life-world phenomenology. A phenomenological way of thinking entails that the human being is intersubjective, linked with and within the world and that learning requires the bodily subject´s active experience. To turn towards the things themselves and to be open and adherent to things in the world is a basic rule and the starting point for research within phenomenology. This study is based on empirical material from observations of the phenomenon formative assessment in dance. Spiegelberg´s philosophical method was used as a base for phenomenological analysis. The analysis results in three themes: modes of communication, dance-related knowledge and function of formative assessment. Formative assessment was observed in the study to commonly involve teachers´ verbal communication and visualisation. The assessment practice is a continuous activity and very rarely involves any kind of self-assessment or tests. The results were discussed and related to a life-world phenomenological view of learning and earlier research.

Ort, förlag, år, upplaga, sidor
2014. Vol. 3, nr 1, s. 24-38
Nationell ämneskategori
Pedagogik
Forskningsämne
Pedagogik
Identifikatorer
URN: urn:nbn:se:ltu:diva-5612DOI: 10.7577/if.v3i1.936Lokalt ID: 3c2c84b6-a66e-4da3-9529-ba1d1cef6b85OAI: oai:DiVA.org:ltu-5612DiVA, id: diva2:978486
Anmärkning
Validerad; 2014; 20140531 (ninand)Tillgänglig från: 2016-09-29 Skapad: 2016-09-29 Senast uppdaterad: 2017-11-24Bibliografiskt granskad

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Förlagets fulltexthttps://journals.hioa.no/index.php/information/article/view/936

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Andersson, Ninnie

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