Developing Assessment through Lesson Study

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Abstract
Cite
Fischman, Davida, and Kelli Wasserman. “Developing Assessment through Lesson Study”. Mathematics Teaching in the Middle School, vol. 22, no. 6, 2017, pp. 344-51, https://doi.org/10.5951/mathteacmiddscho.22.6.0344.
Fischman, D., & Wasserman, K. (2017). Developing Assessment through Lesson Study. Mathematics Teaching in the Middle School, 22(6), 344-351. https://doi.org/10.5951/mathteacmiddscho.22.6.0344
Fischman, Davida, and Kelli Wasserman. “Developing Assessment through Lesson Study”. Mathematics Teaching in the Middle School 22, no. 6 (2017): 344-51. https://doi.org/10.5951/mathteacmiddscho.22.6.0344.
Fischman D, Wasserman K. Developing Assessment through Lesson Study. Mathematics Teaching in the Middle School. 2017;22(6):344-51.
Citations
Title Journal Journal Categories Citations Publication Date
Significance and Challenges of Formative Ipsative Assessment in Inquiry Learning: A Case Study of Writing Activities in a “Contemporary Society” Course in a Japanese High School

 Sage Open
  • General Works: History of scholarship and learning. The humanities
  • Social Sciences
  • Social Sciences: Sociology (General)
  • Social Sciences: Sociology (General)
  • Social Sciences
 2022
Challenges and Benefits of Using Toulmin’s Argumentation Model to Assess Mathematics Lesson Study Debriefing Sessions Investigations in Mathematics Learning 3 2021
Using Japanese Lesson Study to Merge Inservice Professional Development and Preservice Clinical Experiences The Clearing House: A Journal of Educational Strategies, Issues and Ideas 4 2020
Transcending conventional assessment boundaries in conducting learning study

 International Journal for Lesson & Learning Studies
  • Education: Theory and practice of education
  • Education
  • Social Sciences
 2019
Beyond labels: what are the salient features of lesson study and learning study? Educational Action Research
  • Education: Theory and practice of education
 11 2018
Citations Analysis
Category Category Repetition
Education: Theory and practice of education3
Social Sciences3
Education2
Social Sciences: Sociology (General)1
The category Education: Theory and practice of education 3 is the most commonly referenced area in studies that cite this article. The first research to cite this article was titled Teacher change through Lesson Study collaboration and was published in 2018. The most recent citation comes from a 2022 study titled Significance and Challenges of Formative Ipsative Assessment in Inquiry Learning: A Case Study of Writing Activities in a “Contemporary Society” Course in a Japanese High School. This article reached its peak citation in 2018, with 2 citations. It has been cited in 5 different journals. Among related journals, the International Journal for Lesson & Learning Studies cited this research the most, with 2 citations. The chart below illustrates the annual citation trends for this article.
Citations used this article by year