This contribution addresses the theme of technology for formative assessment in the mathematics classroom. Taking a design-based research approach within the European project FaSMEd, we focus on the ways connected classroom technology may support formative assessment strategies in whole class activities. We will refer to a theoretical framework developed within the FaSMEd project, which relates the development of different formative assessment strategies by different agents (teacher, peers, and the student) to different technology functionalities. In particular, we will focus on the functionalities that allow to submit polls to students, gather the answers from them and show the results (both individual answers and cluster ones) in real time. With reference to the theoretical framework and existing literature, we discuss, how the polls can be used, during classroom activities, to foster the activation of formative assessment strategies.

A, B, or C? Exploiting polls as a formative assessment tool for mathematics in a connected classroom environment

A. Cusi;F. Morselli;C. Sabena
2017-01-01

Abstract

This contribution addresses the theme of technology for formative assessment in the mathematics classroom. Taking a design-based research approach within the European project FaSMEd, we focus on the ways connected classroom technology may support formative assessment strategies in whole class activities. We will refer to a theoretical framework developed within the FaSMEd project, which relates the development of different formative assessment strategies by different agents (teacher, peers, and the student) to different technology functionalities. In particular, we will focus on the functionalities that allow to submit polls to students, gather the answers from them and show the results (both individual answers and cluster ones) in real time. With reference to the theoretical framework and existing literature, we discuss, how the polls can be used, during classroom activities, to foster the activation of formative assessment strategies.
2017
The 13th International Conference on Technology in Mathematics Teaching
Lione (Francia)
3-6 luglio 2017
Proceedings of the 13th International Conference on Technology in Mathematics Teaching
Ecole Normale Supérieure de Lyon / Université Claude Bernard Lyon 1
52
60
https://ictmt13.sciencesconf.org/data/pages/proceedings_compressed_1.pdf
Connected classroom technologies, formative assessment, polls, classroom discussion
A. Cusi, F. Morselli, C. Sabena
File in questo prodotto:
File Dimensione Formato  
2017_CusiMorselliSabena-Proceedings_ICTMT.pdf

Accesso aperto

Tipo di file: PDF EDITORIALE
Dimensione 326.95 kB
Formato Adobe PDF
326.95 kB Adobe PDF Visualizza/Apri

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/2318/1685515
Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus ND
  • ???jsp.display-item.citation.isi??? ND
social impact