Formative assessment in the FaSMEd project: reflections from classroom experiences

Our contribution to this Round Table on assessment stems from our joint participation to the FaSMEd Project. FaSMEd (“Improving Progress through Formative Assessment in Science andMathematics Education”) is a European Project (FPVII, 2013-15) aiming at investigating the use of technology in formative assessment classroom practices in ways that allow teachers to respond to the emerging needs of low achieving learners in mathematics and science so that they are better motivated in their learning of these important subjects. (FaSMEd Project Document, p. 2). Drawing on two examples from the classroom context, one in France and one in Italy, we point out the relationships between FA and the mathematical knowledge at stake, and some potentialities of new technologies in the teacher’s hand for formative assessment processes.