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- Title
Assessing dance: A phenomenological study of formative assessment in dance education.
- Authors
Andersson, Ninnie
- Abstract
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.
- Subjects
SWEDEN; DANCE education in secondary schools; SECONDARY education; FORMATIVE tests; PHENOMENOLOGY; TEACHER-student communication
- Publication
InFormation, 2014, Vol 3, Issue 1, p24
- ISSN
1893-2479
- Publication type
Article
- DOI
10.7577/if.v3i1.936