Making space for assessment

dance teachers’ experiences of learning and teaching prerequisites

Document identifier:
Access full text here:10.1080/14647893.2018.1523380
Keyword: Social Sciences, Educational Sciences, Pedagogy, Samhällsvetenskap, Utbildningsvetenskap, Pedagogik, Dance education, Life-world phenomenology, Upper secondary school, Assessment, Education
Publication year: 2018
Relevant Sustainable Development Goals (SDGs):
SDG 4 Quality educationSDG 16 Peace, justice and strong institutions
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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.


Ninnie Andersson

Luleå tekniska universitet; Institutionen för konst, kommunikation och lärande
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