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Making space for assessment: dance teachers ' experiences of learning and teaching prerequisites

Journal article
Authors Ninnie Andersson
Published in Research in Dance Education
Volume 19
Issue 3
Pages 274-293
ISSN 1464-7893
Publication year 2018
Published at Academy of Music and Drama
Pages 274-293
Language en
Links dx.doi.org/10.1080/14647893.2018.15...
Keywords Dance education, life-world phenomenology, upper secondary school, assessment, Dance
Subject categories Performing Arts

Abstract

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.

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