Using lesson study to assess pupils’ learning difficulties
International Journal for Lesson and Learning Studies
ISSN: 2046-8253
Article publication date: 27 May 2014
Abstract
Purpose
The purpose of this paper is to make the case for the novel use of lesson study (LS) for assessment purposes, in addition to its typical use to develop teaching and for professional development. The specific use of LS for assessment in this paper is for pupils experiencing learning difficulties in order to enhance understanding of their needs.
Design/methodology/approach
The paper explains briefly the origins and principles of LS and draws on evidence from various studies for why and how it can be used for assessment purposes. The key role of formative assessment in the LS process is connected to the parallel developments of dynamic assessment and the response to instruction approach to the assessment of pupils with learning difficulties.
Findings
The paper concludes with an account of how the assessment use of LS can be translated into practical assessment procedures.
Originality/value
The value of the paper is in the original and explicit explanation and justification of the use of LS principles for formative assessment of pupils with learning difficulties.
Keywords
Acknowledgements
Much of the research and development on which this paper is based was supported by a generous grant from the Esmee Fairbairn Foundation.
Citation
Norwich, B., Dudley, P. and Ylonen, A. (2014), "Using lesson study to assess pupils’ learning difficulties", International Journal for Lesson and Learning Studies, Vol. 3 No. 2, pp. 192-207. https://doi.org/10.1108/IJLLS-12-2013-0059
Publisher
:Emerald Group Publishing Limited
Copyright © 2014, Emerald Group Publishing Limited