ISSN: 2222-6990
Open access
This study addresses the vital need for effective methods in assessing dance quality education at the higher education level. The significance of refining assessment practices in dance education is paramount to ensure the continuous improvement of teaching methods and outcomes in this dynamic and expressive discipline. Current practices in assessing dance quality education at the higher education level may lack a comprehensive and standardized method. The research objective for this study is to identify the effective assessment method tailored to the specific nuances of dance education in higher learning institutions to enhance the overall quality of dance education by establishing a comprehensive and standardized evaluation system. This study utilizes library research, employing online resources to investigate the comprehensive practices in dance quality education assessment. The approach involves the analysis of recent articles and theses to discern trends and amalgamate existing knowledge. The findings from the study propose a set of strategies for the development and implementation of the dance quality education assessment system. Firstly, there is a recommendation to explicitly define the goals of dance quality education. Following that, the study suggests the construction of a well-rounded curriculum system dedicated to dance quality education. Additionally, it advocates for the autonomous creation of educational materials specific to dance quality education. Lastly, the findings emphasize the need to bolster the expertise of teaching staff and place a greater emphasis on practical artistic experiences. The comprehensive method for dance quality education assessment in higher education offers a structured approach, emphasizing defined goals, curriculum structure, independent material development, and faculty enhancement. Implementing this method enhances dance education quality, ensuring rigorous assessment and holistic student development in higher education. Future research can explore longitudinal impacts, scalability, and technology integration for continuous improvement in dance education assessment.
Borkovskaya, V. G., & Kovalev, A. S. (2020). Student assessment as a tool to improve the quality of higher education. Construction: Science and Education, 10(1), 7, (In Russ.). DOI.org/10.22227/2305-5502.2020.1.7
Lanszki, A., Papp-Danka, A., & Szabó, E. (2021). Impact assessment of a methodological program in dance in Hungarian public education. Dance and Education, 2(1), 73–89. DOI: https://doi.org/10.46819/TN.2.1.73-89
Mabingo, B. (2022). Decolonizing assessment in dance education: Ubuntu as an evaluative framework in Indigenous African dance education practices. Journal of Dance Education, 2022, 1-12 https://doi.org/10.1080/15290824.2021.2004313
Mingyang, G., & Liu, Y. (2022). Evaluation method of creative dance teaching quality based on Fuzzy comprehensive evaluation. Hindawi Mathematical Problems in Engineering, 2022, Article ID 2718692, 1-10.
Papp-Danka, A., & Oláh, N. (2021). Introduction of digital pedagogical assessment into teaching dance notation. Tánc és Nevelés (Dance and Education). Dance and Education, 2(2), 3–16., DOI: https://doi.org/10.46819/TN.2.2.3-16
Secor, K. H. (2018). Improving student skills through video-guided assessments in the dance classroom. Theses. University of Northern Colorado.
Rahayu, T., & Rahmah, S. (2019). Innovation of learning device and learning media of web-based nias dance techniques in students of dance education program of Art and Language Faculty in State University of Medan (UNIMED). International Research and Critics Institute-Journal (BIRCI-Journal), 2, 4,461-468.
Vincenta, L., Timmons, W., & Mulholland, R. (2020). The challenges of providing a quality certificated dance education within secondary schools - findings from a comparative study exploring the experiences of eight English and Scottish dance teachers', Research in Dance Education. Research Report. School of Art, Design and Performance, High Wycombe Campus, Queen Alexandra Road, Buckinghamshire. https://doi.org/10.1080/14647893.2020.1746254
Wardaand, G., & Scot, D. (2020). Lived experiences of undergraduate physical education students studying gymnastics and dance education. Sport, Education and Society, 25, 2, 213–229. https://doi.org/10.1080/13573322.2019.1571485
Yuting, J. (2020). The application of artificial intelligence technology in the quality evaluation of dance multimedia teaching in higher vocational colleges. J. Phys.: Conf. Ser. 1533 032059, 1-7.
(Zejing & Luen, 2024)
Zejing, M., & Luen, L. C. (2024). A Comprehensive Method in Dance Quality Education Assessment for Higher Education. International Journal of Academic Research in Business and Social Sciences, 14(1), 298–306.
Copyright: © 2024 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode