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

Artikel i vetenskaplig tidskrift
Författare Ninnie Andersson
Publicerad i Research in Dance Education
Volym 19
Nummer/häfte 3
Sidor 274-293
ISSN 1464-7893
Publiceringsår 2018
Publicerad vid Högskolan för scen och musik
Sidor 274-293
Språk en
Länkar dx.doi.org/10.1080/14647893.2018.15...
Ämnesord Dance education, life-world phenomenology, upper secondary school, assessment, Dance
Ämneskategorier Scenkonst

Sammanfattning

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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