Formative assessment in Mathematics in the digital age: teacher's practices and roles

My contribution concerns the ways in which teachers’ practices in supporting formative assessment (FA) processes through digital technologies (DT) can be interpreted and analysed. After a reflection on the results of research studies on this issue, I present a model recently refined to characterize, at a macro level, the teachers’ FA practices through DT and then the analysis of an example, developed at a micro level to highlight the roles that the teacher plays when interacting with students. I conclude with some reflections on the impact that the experience of distance teaching during the Covid-19 emergency could have on the future evolution of teachers’ assessment practices through DT.