References
- Andersson, N. (2014). Assessing dance: A phenomonological study of formative assessment in dance education. In Formation-Nordic Journal of Art and Research, 3 (1).10.7577/if.v3i1.936
- Bengtsson, J. (2001). Sammanflätningar: Husserls och Merleau-Pontys fenomenologi. [Intertwining: Husserl’s and Merleau-Ponty’s phenomenology]. (3rd ed.) Göteborg: Daidalos.
- Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability (formerly Journal of Personnel Evaluation in Education), 21(1), 5-31.10.1007/s11092-008-9068-5
- Butler, R. (1988). Enhancing and undermining intrinsic motivation: The effects of task-involving and ego-involving evaluation on interest and performance. British Journal of Educational Psychology, 58(1), 1-14.10.1111/j.2044-8279.1988.tb00874.x
- Camurri, A., Lagerlöf, I., & Volpe, G. (2003). Recognizing emotion from dance movement: Comparison of spectator recognition and automated techniques. International Journal of Human-computer Studies, 59(1), 213-225.10.1016/S1071-5819(03)00050-8
- Dochy, F., Segers, M, & Sluijsmans, D. (1999). The use of self-, peer and co-assessment in higher education: A review. Studies in Higher Education, 24(3), 331-350.10.1080/03075079912331379935
- Eisner, E. (1998). The Enlightened Eye. Qualitative Inquiry and the Enhancement of Educational Practice. New York: Prentice-Hall. Inc.
- Eisner, E. (2007). Assessment and evaluation in education and the arts. In L. Bresler (Ed.), International Handbook of Research in Arts Education, 423-426. Amsterdam: Springer.10.1007/978-1-4020-3052-9_26
- Engel, L. (2004). The somaesthetic dimension of dance art and education - A phenomenological and aesthetic analysis of the problem of creativity in dance. Paper presented at the International Dance Conference, Theatre Academy, Helsinki, Finland.
- Ferm Thorgersen, C. (2011). Assessment of musical knowledge from a life-world phenomenological perspective - Challenges of conceptualising and communication. HejMEC, 2, 37-45.
- Fraleigh, S. (1987). Dance and the lived body: A descriptive aesthetics. Pittsburgh, PA: University of Pittsburgh Press.
- Gardner, J. (Ed.) (2011). Assessment and learning. SAGE Publications: Los Angeles.
- Gibbons, E. (2004). Feedback in the dance studio. Journal of Physical Education, Recreation & Dance, 75(7), 38-43.10.1080/07303084.2004.10607273
- Gipps, C. (1999). Socio-cultural aspects of assessment. Review of Research in Education, 24, 355-392.10.2307/1167274
- Hattie, J. A. C. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London: Routledge.
- Hofvendahl, J. (2010). Utvecklingssamtalen- några vanligt förekommande problem. In C. Lundahl, & M. Folke-Fichtelius (Ed.), Bedömning i och av skolan- praktik, politik, principer [Assessment in and of school- practice, policy, principle], 165-181. Lund: Studentlitteratur.
- Holmgren, A. (2010). Lärargruppens arbete med bedömning för lärande. Lundahl, C. & Folke-Fichtelius, M. (ed.), Bedömning i och om skolan- praktik, politik, principer [Assessment in and about school - practice, policy, principle], 31-46. Lund: Studentlitteratur.
- Lindqvist, A. (2010). Dans i skolan: Om genus, kropp och uttryck [Dance in schools: About gender, body and expressions]. Doctoral dissertation. Umeå: Umeå University.
- Klapp Lekholm, A. (2008). Grades and grade assignment: effects of student and school characteristics (Doctoral dissertation). Gothenburg: Gothenburg University.
- Lan, W. (2005). Self-monitoring and its relationship with educational level and task importance. Educational Psychology, 25(1), 109-127.10.1080/0144341042000294921
- Lundahl, C. (2011). Bedömning för lärande. [Assessment for learning]. Stockholm: Norstedts.
- Nielsen, F. V. (2002). Quality and value in the interpretation of music from a phenomenological point of view. A draft. Zeitschrift für Kritische Musikpädagogik.
- Merleau-Ponty, M. (2002). Phenomenology of perception. London: Routledge.10.4324/9780203994610
- Patočka, J. (2013). Inledning till fenomenologisk filosofi. Huddinge: Södertörn University.
- Parviainen, J. (2003). Dance techne: Kinetic bodily logos and thinking in movement. Nordisk Estetisk Tidskrift, 15, 27-28.
- Rinne, I. (2013). Att bedöma och bemöta - Förståelsen av betyg så som den visar sig I ett betygsamtal på gymnasiet [To Assess and meet - The understanding of grade as it emerges in a grade conference in upper secondary school]. Nordic Studies in Education, 33(03), 171-186.10.18261/ISSN1891-5949-2013-03-03
- Rinne, I. (2014). Pedagogisk takt i betygssamtal: en fenomenologisk hermeneutisk studie av gymnasielärares och elevers förståelse av betyg [The tact of teaching in grade conferences. A phenomenological hermeneutical study of upper secondary school teachers’ and students’ understanding of grades]. Doctoral dissertation. Gothenburg: Gothenburg University.
- Sadler, D. Royce. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119-144.10.1007/BF00117714
- Sadler, D. R. (2007). Perils in the meticulous specification of goals and assessment criteria. Assessment in Education 14(3), 387-392.10.1080/09695940701592097
- Sadler, D. R. (2009). Indeterminacy in the use of preset criteria for assessment and grading. Assessment & Evaluation in Higher Education, 34(2), 159-179.10.1080/02602930801956059
- Sheets-Johnstone, M. (1979). The phenomenology of dance. London: Dance.
- Spiegelberg, H. (1960). The phenomenological movement: An historical introduction. The Hague. Swedish National Agency for Education. (2004). Handlingsplan för en rättssäker och likvärdig betygssättning [Proposal for a legal and equal grading].
- Swedish National Agency for Education. (2011a). Läroplan, examensmål och gymnasiegemensamma ämnen för gymnasieskola. [Curriculum for the upper secondary school].
- Swedish National Agency for Education. (2011b). Kunskapsbedömning i skolan- praxis, begrepp, problem och möjligheter [Knowledge assessment in school- praxis, concepts, issues and possibilities].
- Swedish National Agency for Education. (2012). Upper Secondary School 2011. Retrieved from http://www.skolverket.se/publikationer?id=2801
- Swedish National Agency for Education. (2013). Curriculum for upper secondary school.
- Swedish Research Council. (2002). Forskningsetiska principer - inom humanistisk- -samhällsvetenskaplig forskning. [Ethical research guidelines - within humanistic and social scientific research].
- Torrance, H. (2007). Assessment as learning? Assessment in Education: Principles, Policy & Practice, 14(3), 281-294.10.1080/09695940701591867
- Warburton, E. C. (2010). From talent identification to multidimensional assessment: toward new models of evaluation in dance education. Research in Dance Education, 3(2), 103-121.10.1080/1464789022000050480
- 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]. Doctoral dissertation, Gothenburg: Art Monitor.
- Zandén, O., & Ferm Thorgersen, C. (2015). Teaching for learning or teaching for documentation? Music teachers’ perspectives on a Swedish curriculum reform. British Journal of Music Education, 32(01), 37-50.10.1017/S0265051714000266
- Zhao, L., & Badler, N. I. (2001). Synthesis and acquisition of laban movement analysis qualitative parameters for communicative gestures. Technical Reports (CIS). Paper 116.