The paper analyses how connected classroom technologies can be exploited to foster formative assessment practices in the mathematics classroom. Referring to a three-dimensional framework developed within the European project FaSMEd and to Hattie and Temperley’s levels of feedback (2007), an excerpts from a classroom discussion in grade V is analysed in order to show the complex dynamics between the different formative assessment strategies that can be activated.
Enhancing formative assessment strategies in mathematics through classroom connected technology
SABENA, Cristina
2016-01-01
Abstract
The paper analyses how connected classroom technologies can be exploited to foster formative assessment practices in the mathematics classroom. Referring to a three-dimensional framework developed within the European project FaSMEd and to Hattie and Temperley’s levels of feedback (2007), an excerpts from a classroom discussion in grade V is analysed in order to show the complex dynamics between the different formative assessment strategies that can be activated.
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