Enhancing formative assessment in mathematical class discussion: a matter of feedback

This contribution is framed in a European project on the use of technology to foster formative assessment strategies (FaSMEd project) and addresses the crucial issue of feedback therein. The theoretical framework refers to formative assessment, with specific focus on different levels of feedbacks. By analyzing data from teaching experiments in grades 5 and 7, we identify strategies employed by the teacher to provide feedback during class discussion and we discuss the effect of such strategies on the enactment of formative assessment