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Formative assessment in teacher talk during lesson studies

Nicolette van Halem ( Utrecht University, Utrecht, The Netherlands)
Sui Lin Goei (VU Amsterdam, Amsterdam, The Netherlands and Windesheim University of Applied Sciences, The Netherlands)
Sanne F. Akkerman ( Utrecht University, Utrecht, The Netherlands)

International Journal for Lesson and Learning Studies

ISSN: 2046-8253

Article publication date: 10 October 2016

866

Abstract

Purpose

The purpose of this paper is to evaluate the extent of systematic examination of students’ educational (support) needs by teachers participating in lesson study (LS) meetings within a framework of formative assessment (FA).

Design/methodology/approach

The study took place in the context of upper preparatory vocational education in the Netherlands. The learning trajectory of two LS teams was examined qualitatively, using the framework of FA to analyze teachers’ explorative talk during LS-meetings. The sample included Dutch language teachers and mathematics teachers.

Findings

Findings revealed how the process of FA was intertwined with the LS process. Systematic examination of teaching practice was partly identified, however, FA was frequently inadequately applied. Teachers tended to rush into talk about pedagogics, instead of identification of goals and students’ educational (support) needs. In total, 12 characteristics of teacher talk were related to the extent to which FA was applied.

Research limitations/implications

The findings of this study suggest that guidance and support during LS-meetings is desirable for systematic practices during LS-meetings and this guidance and support should adapt to specific weaknesses and strengths of a LS team.

Originality/value

This study builds on previous findings suggesting that a systematic approach is important for teachers during LS-meetings. The findings provide a starting point for realizing the potential of LS in preparatory vocational education, by revealing potential pitfalls of systematic practice during LS-meetings. Moreover, this study presents a framework of FA as a potential tool in facilitating a systematic practice of LS.

Keywords

Acknowledgements

This study was made possible by providing a bachelor internship to the first author at Van der Meij College (Alkmaar, the Netherlands) by the SEN-team of VU Amsterdam. Many thanks go to the teachers participating in the ME- and DLE-team.

Citation

van Halem, N., Goei, S.L. and Akkerman, S.F. (2016), "Formative assessment in teacher talk during lesson studies", International Journal for Lesson and Learning Studies, Vol. 5 No. 4, pp. 313-328. https://doi.org/10.1108/IJLLS-11-2015-0041

Publisher

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Emerald Group Publishing Limited

Copyright © 2016, Emerald Group Publishing Limited

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