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Making space for assessment: dance teachers’ experiences of learning and teaching prerequisites
Luleå University of Technology, Department of Arts, Communication and Education.ORCID iD: 0000-0002-1114-9746
2018 (English)In: Research in Dance Education, ISSN 1464-7893, E-ISSN 1470-1111, Vol. 19, no 3, p. 274-293Article in journal (Refereed) Published
Abstract [en]

The aim of this study is to illuminate and discuss assessment within dance education in Swedish upper secondary schools through teachers’ reflections. The study investigates how teachers reflect upon the range of possibilities explored and difficulties encountered in their assessment practice. In order to be able to comprehend the phenomenon of teachers’ reflections regarding their assessment practice, both written and verbal teacher reflections were gathered by means of seven interviews with four teachers, and one trilateral talk. Four teachers participated in the study. In the analytical process, the phenomenon was seen, broadened, varied, and then condensed into two themes: Conditions for assessment for learning and Making space for assessment. Both themes have aspects, which are intertwined: both include conditions for assessment as seen through various modalities, methods and tools.

Place, publisher, year, edition, pages
Taylor & Francis, 2018. Vol. 19, no 3, p. 274-293
Keywords [en]
Dance education, life-world phenomenology, upper secondary school, assessment
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:ltu:diva-77117DOI: 10.1080/14647893.2018.1523380OAI: oai:DiVA.org:ltu-77117DiVA, id: diva2:1376689
Available from: 2019-12-10 Created: 2019-12-10 Last updated: 2019-12-10Bibliographically approved

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Andersson, Ninnie

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