A Design-Based Trial of Lesson Study for Assessment Purposes: Evaluating a New Classroom Based Dynamic Assessment Approach

Autor/inn/en	Norwich, Brahm; Ylonen, Annamari
Titel	A Design-Based Trial of Lesson Study for Assessment Purposes: Evaluating a New Classroom Based Dynamic Assessment Approach
Quelle	In: European Journal of Special Needs Education, 30 (2015) 2, S.253-273 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2015.1009702
Schlagwörter	Classroom Techniques; Alternative Assessment; Educational Principles; Program Descriptions; Learning Problems; Educational Research; Evaluation Methods; Guidelines; Faculty Development; Questionnaires; Interviews; Context Effect; Needs Assessment; Educational Needs; Research Methodology; Outcome Measures; Psychometrics; Elementary Secondary Education; Elementary School Teachers; Secondary School Teachers; Intervention; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Klassenführung; Bildungsprinzip; Lernproblem; Bildungsforschung; Pädagogische Forschung; Richtlinien; Fragebogen; Interviewing; Interviewtechnik; Bedarfsermittlung; Educational need; Bildungsbedarf; Research method; Forschungsmethode; Psychometry; Psychometrie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Großbritannien
Abstract	This paper is about a design-based research project which evaluated the novel use of Lesson Study for assessment (LSfA) purposes. It starts by explaining the principles and design of LSfA procedures based on a Lesson Study model and dynamic assessment principles. It outlines the training and support provided to six Lesson Study teams in three primary and three secondary schools, each involving two class teachers and the school's SEN coordinator. The evaluation findings focused on the LSfA processes and procedures, for example, the outcomes of LSfA for teacher confidence and knowledge, assessment capabilities and continued benefits. The LSfA process was seen to involve processes such as honest and constructive observations, analysing lessons to see what to change and using knowledge about learning difficulties. Some of the context factors that supported and inhibited the process are also outlined. Analysis of the pre-post LSfA pupil assessments showed a decrease in identifying areas of pupil difficulties and an increased identification of enabling factors. This is interpreted as evidence for the LSfA having dynamic assessment potential. The paper concludes with an account of how the LSfA procedures were adapted in response to this evaluation and suggestions for future development and research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01