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 feedback. 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 investigate the effect of such strategies on the enactment of formative assessment.
Enhancing formative assessment in mathematical class discussion: a matter of feedback / Cusi, Annalisa; Morselli, Francesca; Sabena, Cristina. - (2017). (Intervento presentato al convegno Tenth Congress of the European Society for Research in Mathematics Education tenutosi a Dublin, Ireland).
Enhancing formative assessment in mathematical class discussion: a matter of feedback
Cusi, Annalisa;
2017
Abstract
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 feedback. 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 investigate the effect of such strategies on the enactment of formative assessment.File | Dimensione | Formato | |
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Cusi_Enhancing-formative_2017.pdf
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Cusi_copertina_quarta_indice_Enhancing-formative_2017.pdf
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