Abstract
The aim of the study is to illuminate a teacher‘s conceptions of quality expressed through verbal and non-verbal actions in relation to summative assessments of dance knowledge. The following research questions are considered in the study: What conceptions of quality emerge during grade conferences? In what ways do teacher’s conceptions of quality reflect knowledge hierarchies? How do the teacher’s and student’s conceptions of quality relate to each other? To grasp the phenomenon, material was gathered during observations in a Swedish upper secondary school and from the teacher’s written reflections. Individual grading conversations were observed between the teacher and ten students attending a course called Dance technique 1. In the analytical process, the phenomenon was seen, broadened out, varied, and then condensed into two themes: conceptions of quality expressed through the teacher‘s focus on abilities and conceptions of quality expressed through views on the progression of dance knowledge.