Strategies of formative assessment enacted through automatic assessment in blended modality

This paper intends to contribute to the research on formative assessment in Mathematics providing a model of automatic assessment aimed at enhancing learning and self-regulation. The model was developed at the Department of Mathematics of the University of Turin (Italy). The main features of the model are: availability, algorithmic questions, open answers, immediate feedback, interactive feedback, and real-life contextualization. The effectiveness of the model to enact formative strategies is discussed though the results of a didactic experimentation involving 299 students of 8th grade, where automatically assessed assignments have been used both during Mathematics classes and as online homework.