Hostname: page-component-848d4c4894-75dct Total loading time: 0 Render date: 2024-05-01T10:13:16.923Z Has data issue: false hasContentIssue false
  • English
  • Français

Assessment and Feedback: Aligning Dance Practice with Pedagogic Research

Published online by Cambridge University Press:  04 January 2013

Marie Hay
Get access Rights & Permissions [Opens in a new window]

Abstract

This paper reports on three years of research conducted through the Centre for Excellence in Performance Arts at De Montfort University. The intention of the paper is to align the assessment of dance practice with pedagogic concerns. The development of an innovative approach to assessment and feedback is discussed with respect of the nature of dance practice, constructive alignment, and validity and reliability. Whilst this research derives from practice-based research, it is also informed by published material on pedagogy and hermeneutics.

Type
Research Article
Information
Congress on Research in Dance Conference Proceedings , Volume 41 , supplement S1: Global Perspectives On Dance Pedagogy: Research And Practice , 2009 , pp. 92 - 97
Copyright
Copyright © The Author(s) 2009

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Works Cited

Biggs, J. 1999. Teaching for Quality Learning at University. Buckingham: SRHE.Google Scholar
Brockbank, A., and I., McGill 1998. Facilitating Reflective Learning in Higher Education. Buckingham: SRHE.Google Scholar
Falchikov, N. 2005. Improving Assessment through Student Involvement: Practical Solutions for Aiding Learning in Higher and Further Education. Oxen: Routledge Falmer.Google Scholar
Freeman, R., and Lewis, R.. 1998. Planning and Implementing Assessment. London: Kogan Page Ltd.Google Scholar
Hay, M. 2008. “Assessment for Reflective Learning in the Creative Arts.” International Journal of Learning 15 (7): 131–38.Google Scholar
Kember, D. 2000. Action Learning and Action Research: Improving the Quality of Teaching and Learning. London: Kogan Page Ltd.Google Scholar
McGill, I., and Beaty, L., eds. 2001. Action Learning: A Guide for Professional, Management and Educational Development. London: Kogan Page Ltd.Google Scholar