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Assessing dance: a phenomenological study of formative assessment in dance education
Stockholm University of the Arts, Department of Dance Pedagogy. Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.ORCID iD: 0000-0002-1114-9746
2014 (English)In: InFormation: Nordic Journal of Art and Research, E-ISSN E-ISSN 1893-2479, Vol. 3, no 1, p. 24-38Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
2014. Vol. 3, no 1, p. 24-38
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:uniarts:diva-1642DOI: 10.7577/if.v3i1.936OAI: oai:DiVA.org:uniarts-1642DiVA, id: diva2:1837741
Available from: 2024-02-14 Created: 2024-02-14 Last updated: 2024-02-15Bibliographically approved

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