Communication and Shared Understanding of Assessment PDF
Preview Communication and Shared Understanding of Assessment
DOCTORA L T H E S IS Communication and Shared Understanding N Department of Arts, Communication and Education in n Division of Music and Dance ie of Assessment A n d e ISSN 1402-1544 rs A phenomenological study of s ISBN 978-91-7583-634-8 (print) o n ISBN 978-91-7583-635-5 (pdf) C assessment in Swedish upper secondary dance education o m Luleå University of Technology 2016 m u n i c a t i o n a n d S h a r e d U n d e r s t a n d i n g o f A s s e s s m e n t Ninnie Andersson Education Communication and Shared Understanding of Assessment A phenomenological study of assessment in Swedish upper secondary dance education Ninnie Andersson Communication and Shared Understanding of Assessment A phenomenological study about assessment in Swedish upper secondary dance education Copyright © Ninnie Andersson Cover picture: © Lisa Possne, illustrator The department of Art, Communication and Learning, Luleå University of Technology. Printed by Luleå University of Technology, Graphic Production 2016 ISSN 1402-1544 ISBN 978-91-7583-634-8 (print) ISBN 978-91-7583-635-5 (pdf) Luleå 2016 www.ltu.se To Podi ABSTRACT The aim of this study is to describe and explore the phenomenon of assessment in dance education within the Swedish upper secondary schools’ dance orientation. The phenomenon was researched based on teachers’ experiences of assessment in dance education and formulations in the syllabi for upper secondary school. Life-world phenomenology constituted a base for the study. The methods used in the investigation were document analysis, observations, teachers’ written and verbal reflections and interviews. Documentation of observations was made through field notes, video recordings and sound recordings. The generated material was analysed based on Spiegelberg’s (1960) seven stages of phenomenological analysis. Syllabi from Lpf94 and Gy11 were researched to describe and analyse in what ways dance knowledge becomes visible. In total, five teachers and three schools were involved in the study. Within the framework of the course Dance technique 1, observations of dance education in ballet, contemporary- and jazz dance were made as well as of ten grade conferences. The teachers read the field notes and were able to change formulations in case something was misunderstood or it needed to be commented on in the form of teachers’ written or verbal reflections. Interviews with four of the observed teachers were made and the conversations related to what appeared in the observations. Comprehension of teachers’ experiences resulted in a description of the phenomenon and answers to the research questions. The study is communicated through four intertwined papers. The result reveals various conditions for assessment in dance education. Two themes appeared in the overall findings of the study, namely: The design of the assessment practice and Communication within the assessment practice. The syllabi appeared as one condition among others for dance education in upper secondary school including views of dance knowledge that appeared through analysis of the syllabi. In the assessment practice, it was seen that teachers’ conduct of assessment involved conditions for formative assessment to emerge. Conditions in order for communicated assessment to become meaningful for the students also emerged, including shared understanding. The teachers expressed various conditions for the assessment practice to became visible, namely the students’ participation, their own actions, as well as the overall school context. The study contributes to the dance educational research field through making teachers’ experiences of assessment in Swedish dance education visible. The thesis discusses dance teachers’ various approaches to syllabi, how the teachers’ conceptions of quality influence the assessment practice, and finally the importance of shared understanding of communicated assessment is emphasised. Furthermore, collegiate discussions are brought to the attention as a way to improve and reflect upon assessment. Keywords: upper secondary school, dance education, assessment, life-world phenomenology PREFACE This has been such an incredible journey that I would not have been able to fulfill without my overall experience in the field of dancing and all of the beautiful people in my life. I want to thank all participating teachers for your time and effort. My supervisors, Eva Alerby and Cecilia Ferm Almqvist, have provided me with an outstanding level of support throughout this period. They showed a tremendous amount of patience with me, provided encouragement, and guided me through this process in a way I wish upon all PhD-students. I am ever so thankful that both of you also understood my need for never letting go of practicing my role as a dance teacher. Teaching dance throughout these years has motivated and inspired me. When it comes to the text, I want to thank, Tom Tiller and Gun Engelsrud, who have been fantastic as opponents at part-time seminars. I also want to thank Luleå University of Technology and Piteå municipality for allowing me the opportunity to carry out this thesis. Furthermore, I am impressed with my family, loving partner, friends and colleagues who have been so understanding and have also shown patience despite me being trapped in a bubble of PhD-thoughts. But, above all there is one person I would like take the time to thank, Konara Mudeyanselage Podi Menike. Far away from snow, Swedish meatballs and Hambo-dance did a young, beautiful and strong person put my wellbeing before anything else. In the warm and sunny country Sri Lanka in May 1984, she gave birth to a baby girl named Melanie Ruth. She lived with and took care of the baby at the Christian orphanage, The Haven in the capital city of Colombo, during the first five weeks of the girl’s life. Because of many complex reasons that are hard to even embrace, she decided that she had to give the child away. This was a decision she made during the pregnancy, and as a result a young Swedish couple got ready to become parents to this child. This young woman, Konara Mudeyanselage Podi Menike, did one of the hardest things I believe any woman could do, but she made sure that I met the best parents I ever could have wished for. I am curious and have many questions of course, but I always come back to how thankful I am to the unselfish and loving decision she made. A dear friend and mentor of mine, Lynn Simonson, always reminds me that ‘The plan is perfect’, and even if its hard to accept sometimes I must agree. Konara Mudeyanselage Podi Menike gave me the most beautiful gift I ever can imagine. Her decision made it possible for me to become the person I am today, and for that I am ever so grateful. You, Konara Mudeyanselage Podi Menike, are and will always be a part of my life. I interpret, reflect, dance and experience the world based on my earlier experiences, that you are a big part of. You are always in my thoughts, Ninnie Melanie (earlier Ruth) Andersson
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