Design-based research to develop lesson study for transformative assessment: teachers’ reactions, learning, organizational support, and use
International Journal for Lesson and Learning Studies
ISSN: 2046-8253
Article publication date: 24 August 2023
Issue publication date: 29 August 2023
Abstract
Purpose
This study aimed at exploring mathematics teachers’ reactions, learning, school leaders’ support, and the use of the lesson study for transformative assessment (LSforTA) program ideas in practice.
Design/methodology/approach
The LSforTA program was new and therefore, a local and grounded approach was needed to examine teachers’ knowledge and their skills acquired using LSforTA. A design-based research approach was therefore selected to evaluate and refine the LSforTA approach.
Findings
The program affected teachers’ practices of transformative assessment and enhanced their knowledge and skills in assessing students transformatively in a positive way. The paper concludes how LSforTA procedures were adapted in response to this evaluation and provides suggestions for future development and research.
Originality/value
With its original combination of conceptual and theoretical lenses, the research contributes to the academic literature by linking transformative assessment, lesson study and school context. This connection provides new opportunities for teachers to develop strategies to create meaningful assessment practices embedded with their instructional process in the context of their schools.
Keywords
Acknowledgements
The authors want to thank all the teachers and school leaders who participated in this study. The authors would also like to thank Angela Clair Roberts, Adugna Keneni and Taddese Deti for proofreading and editing language rules that greatly improved the manuscript.
Citation
Abate, M.T., Wedajo, A.L. and Hunde, A.B. (2023), "Design-based research to develop lesson study for transformative assessment: teachers’ reactions, learning, organizational support, and use", International Journal for Lesson and Learning Studies, Vol. 12 No. 3, pp. 257-271. https://doi.org/10.1108/IJLLS-05-2023-0059
Publisher
:Emerald Publishing Limited
Copyright © 2023, Emerald Publishing Limited