Author Identifier (ORCID)
Maria Gamble: https://orcid.org/0009-0004-6078-158X
Nicola F. Johnson: https://orcid.org/0000-0001-7875-3027
Abstract
Despite advances in digital technology, summative assessment in the Australian Tertiary Admissions Rank (ATAR) Dance syllabus remain shaped by historical structures and practices. This study explores how digital technologies might better support fair, valid, and reliable assessment in senior secondary dance education. Through semi-structured interviews with six Australian experts in ATAR Dance curriculum, pedagogy, and assessment, the research highlights a shared interest in using technology to enhance learning and address assessment challenges. Participants acknowledged constraints imposed by traditional models but expressed openness to explore new possibilities and adapt to the current climate. The findings suggest that digital tools could foster a shared understanding among students, teachers, and examiners, improve pedagogical and reflective practices, and provide ongoing records of achievement. The article concludes by offering insights to inform standards, moderation, and professional development, supporting a more equitable and future-focused approach to dance assessment, in support of dance as an art form.
Document Type
Journal Article
Date of Publication
1-1-2025
Publication Title
Technology Pedagogy and Education
Publisher
Taylor & Francis
School
School of Education
RAS ID
84306
Funders
Australian Government Research Training Program
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Comments
Gamble, M., & Johnson, N. F. (2025). Enhancing summative assessment and pedagogy of senior secondary dance education through digital technologies. Technology Pedagogy and Education. Advance online publication. https://doi.org/10.1080/1475939X.2025.2566726