Lesson Study for Assessment


This introduction to LESSON STUDY FOR ASSESSMENT explains the concept and practice of this approach to assessment, building on the prior use of LESSON STUDY.  Lesson Study (LS) is an approach originally developed in Japan with over a century of use in examining the practices of teaching in order to improve teaching and learning (Takahashi and Yashida, 2004). LS is typically a form of teacher inquiry in which teachers in small groups undertake collectively a cycle of ‘plan-do-review’ activities to improve pedagogy and so pupil learning and progress. The LS approach involves one teacher teaching a series of Research Lessons, while the other teachers in the team observe the learning of specific pupils (Case Pupils). Pupil learning in the Research Lesson is then analysed in a team meeting to inform the planning of the next Research Lesson.

pariuri sportive omnibet.ro ponturi pariuri online

LSfA is presented in this guidebook as a novel and systematic approach to the formative assessment of pupils in primary or secondary school about whom teachers may have concerns about their learning and progress. It is what has come to be called a ‘response to teaching’ approach to assessing needs that takes place in classroom lessons, and as such is a form of dynamic assessment that is conducted by teachers. It is presented here as an approach for particular use by SEN or Inclusion coordinators as a way of collaborating with class teachers to improve their understanding of individual learning needs and so plan improved teaching programmes (see appendix 3 for more details).



The templaets to be used can be downloaded in electronic format for use on a computer rather than by paper too.

Download research papers on LSfA



 Lesson Study for Assessment guidance booklet

LSfA tempates (word format)

Using LS for assessment purposes: LSfA paper IJLLS