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 / Cusi, Annalisa; Morselli, Francesca; Sabena, Cristina. - 2:(2016), pp. 195-202. (Intervento presentato al convegno 40th Conference of the International Group for the Psychology of Mathematics Education tenutosi a Szeged, Hungary).
Enhancing formative assessment strategies in mathematics through classroom connected technology
Cusi, Annalisa;
2016
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.| File | Dimensione | Formato | |
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Cusi_Enhancing formative_2016.pdf
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