Promuovere strategie di valutazione formativa in Matematica con le nuove tecnologie: l’esperienza del progetto FaSMEd

Abstract

This contribution describes a research work within the European project FaSMEd (Improving Progress through Formative Assessment in Science and Mathematics Education) aimed at investigating, through a design-based research approach, the use of technology to foster formative assessment strategies in primary and lower secondary school. The project (2014-2016) was carried out by eight European universities (for Italy, the University of Turin) and one university from South Africa. The theoretical framework refers to formative assessment, with a specific focus on different levels of feedback. By analyzing data from our teaching experiments, 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.