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

References

• Alerby, E. 2009. “Knowledge as a ‘Body Run’: Learning of Writing as Embodied Experience in Accordance with Merleau-Ponty’s Theory of the Lived Body.” Indo-Pacific Journal of Phenomenology 9 (1): 1–8. doi:10.1080/20797222.2009.11433984.
   Google Scholar
• Andersson, N. 2014. “Assessing Dance: A Phenomonological Study of Formative Assessment in Dance Education.” InFormation-Nordic Journal of Art and Research 3 (1). doi:10.7577/if.v3i1.936.
   Google Scholar
• Andersson, N. 2016. “Teacher’s Conceptions of Quality Expressed through Grade Conferences in Dance Education.” Journal of Pedagogy 7 (2): 11–32. doi:10.1515/jped-2016-0014.
   Google Scholar
• Andersson, N., and C. F. Thorgersen. 2015. “From A Dualistic toward A Holistic View of Dance Knowledge: A Phenomenological Analysis of Syllabuses in Upper Secondary Schools in Sweden.” Journal of Dance Education 15 (1): 1–11. doi:10.1080/15290824.2014.952007.
   Google Scholar
• Atjonen, P. 2014. “Teachers’ Views of Their Assessment Practice.” Curriculum Journal 25 (2): 238–259.
   Google Scholar
• Bengtsson, J. 1993. Sammanflätningar: Husserls och Merleau-Pontys fenomenologi [Intertwinings: Husserl’s and Merleau-Ponty’s Phenomenology]. (2., rev. uppl.). Göteborg: Daidalos.
   Google Scholar
• Black, P., and D. Wiliam. 2010. Inside the Black Box: Raising Standards through Classroom Assessment. London: Granada Learning Assessment.
   Google Scholar
• Brown, S. 2004. “Assessment for Learning.” Learning and Teaching in Higher Education 1 (1): 81–89.
   Google Scholar
• Buckroyd, J., ed. 2000. The Student Dancer: Emotional Aspects of the Teaching and Learning of Dance. London: Dance.
   Google Scholar
• Eisner, E. W. (1991) 1998. The Enlightened Eye: Qualitative Inquiry and the Enhancement of Educational Practice. Upper Saddle River, NJ: Merrill. ISSN 1833-1505
   Google Scholar
• Ferm, C., O. Zandén, J. Vinge, J. Nyberg, N. Andersson, and L. Väkevä. 2014. “Assessment as Learning in Music Education the Risk of ‘Criteria Compliance’replacing’learning’in the Scandinavian Countries.” In Nordic Network for Research in Music Education. http://www.diva-portal.org/smash/get/diva2:1005102/FULLTEXT01.pdf
   Google Scholar
• Gipps, C. 1999. “Socio-Cultural Aspects of Assessment.” Review of Research in Education 24: 355–392.
   Web of Science ®Google Scholar
• Husserl, E. 2004. Idéer till en ren fenomenologi och fenomenologisk filosofi [Ideas to a Pure Phenomenology and Phenomenolgical Philosophy]. Stockholm: Thales.
   Google Scholar
• Klapp Lekholm, A. (2010). Lärares Betygsättningspraktik. In S. Eklund (Ed.), Bedömning för lärande: - en grund för ökat kunnande [Assessment for learning: - a base for increased knowing]. Stockholm: Stiftelsen SAF i samarbete med Lärarförbundet. Retrieved from http://www.forskul.se/tidskrift/nummer3/
   Google Scholar
• Lundahl, C. 2011. Bedömning för lärande [Assessment for learning]. Stockholm: Norstedts.
   Google Scholar
• Meiners, J. 2001. “A Dance Syllabus Writer’s Perspective: The New South Wales K-6 Dance Syllabus.” Research in Dance Education 2 (1): 79–88. doi:10.1080/14647890120058339.
   Google Scholar
• Merleau-Ponty, M. 1962. Phenomenology of Perception. London: Routledge.
   Google Scholar
• Sadler, D. R. 1989. “Formative Assessment and the Design of Instructional Systems.” Instructional Science 18 (2): 119–144. doi:10.1007/BF00117714.
   Web of Science ®Google Scholar
• Sadler, D. R. 2007. “Perils in the Meticulous Specification of Goals and Assessment Criteria.” Assessment in Education 14 (3): 387–392. doi:10.1080/09695940701592097.
   Google Scholar
• Sadler, D. R. 2009. “Indeterminacy in the Use of Preset Criteria for Assessment and Grading.” Assessment & Evaluation in Higher Education 34 (2): 159–179. doi:10.1080/02602930801956059.
   Web of Science ®Google Scholar
• Sandberg, R. 2012. “Towards a Critical Curriculum Theory in Music Education.” Nordic Research in Music Education Yearbook 11 (13): 33–55.
   Google Scholar
• Spiegelberg, H. 1960. The Phenomenological Movement: A Historical Introduction. The Hague: Kluwer.
   Google Scholar
• Styrke, B.-M. 2013. Dans, didaktik och lärande: om lärares möjligheter och utmaningar inom gymnasieskolans estetiska program [Dance, Didaktics and Learning: About Teachers Possibilities and Challenges within Upper Secondary School’s Arts Programme]. Stockholm: Dans och Cirkushögskolan.
   Google Scholar
• Styrke, B.-M. 2015. “Didactics, Dance and Teacher Knowing in an Upper Secondary School Context.” Research in Dance Education 16 (3): 201–212.
   Web of Science ®Google Scholar
• Swedish National Agency for Education. 2012. “Bedömningsstöd i Musik [Support for Assessment in Music].” Accessed April 19 2016. http://www.skolverket.se/polopoly_fs/1.171599!/Menu/article/attachment/Bedomningsstod_Musik_Om_materialet_150107.pdf
   Google Scholar
• Swedish research council. 2002. Forskningsetiska principer -inom humanistisk-samhällsvetenskaplig forskning [Ethical Guidelines for Research- within Humanistic and Social Scientific Research]. Accessed January 20 2015. http://www.codex.vr.se/texts/HSFR.pdf.
   Google Scholar
• The Swedish National Agency for Education. 2011. “Curriculum for the Upper Secondary School.” http://www.skolverket.se/publikationer?id=2705
   Google Scholar
• Torrance, H. 2007. “Assessment as Learning? Assessment in Education: Principles.” Policy & Practice 14 (3): 281–294.
   Google Scholar
• Zandén, O. 2010. “Samtal om samspel. Kvalitetsuppfattningar i musiklärares dialoger om ensemblespel på gymnasiet [Discourses on music-making: Conceptions of Quality in Music Teachers’ Dialogues on Upper Secondary School Ensemble Playing].” PhD diss., Art Monitor, Gothenburg.
   Google Scholar