Promoting formative assessment in a connected classroom environment: design and implementation of digital resources

Promoting formative assessment in a connected classroom environment: design and implementation of... This paper is based on a design-based research project investigating how to use digital resources to help activate formative assessment processes in the classroom. Performed as part of FaSMEd, a European Union project, our own project adopts a comprehensive theoretical framework, including the different functionalities of technology, formative assessment strategies, the agents involved, and teacher practices in classroom discussion management. Through this framework we analyze the design and implementation of specific digital worksheets that can be sent from teacher to students and vice versa, as well as displayed on the students’ tablets, on the teachers’ computer and/or on interactive whiteboards, by means of connected classroom technology. These digital resources are meant to help students share their results, opinions and reflections with their classmates and teachers during or at the end of mathematical activities. In this paper we focus on how to exploit digital worksheets supported by connected classroom technologies in order to help activate formative assessment (FA) strategies, especially during class-wide activities. Our analysis reveals that formative assessment strategies emerge in the shape of typical patterns of their interaction when digital worksheets are implemented in the lessons. Hence we have outlined several criteria for the design and implementation of digital worksheets in support of FA processes. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png ZDM Springer Journals

Promoting formative assessment in a connected classroom environment: design and implementation of digital resources

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Publisher
Springer Berlin Heidelberg
Copyright
Copyright © 2017 by FIZ Karlsruhe
Subject
Education; Mathematics Education; Mathematics, general
ISSN
1863-9690
eISSN
1863-9704
D.O.I.
10.1007/s11858-017-0878-0
Publisher site
See Article on Publisher Site

Abstract

This paper is based on a design-based research project investigating how to use digital resources to help activate formative assessment processes in the classroom. Performed as part of FaSMEd, a European Union project, our own project adopts a comprehensive theoretical framework, including the different functionalities of technology, formative assessment strategies, the agents involved, and teacher practices in classroom discussion management. Through this framework we analyze the design and implementation of specific digital worksheets that can be sent from teacher to students and vice versa, as well as displayed on the students’ tablets, on the teachers’ computer and/or on interactive whiteboards, by means of connected classroom technology. These digital resources are meant to help students share their results, opinions and reflections with their classmates and teachers during or at the end of mathematical activities. In this paper we focus on how to exploit digital worksheets supported by connected classroom technologies in order to help activate formative assessment (FA) strategies, especially during class-wide activities. Our analysis reveals that formative assessment strategies emerge in the shape of typical patterns of their interaction when digital worksheets are implemented in the lessons. Hence we have outlined several criteria for the design and implementation of digital worksheets in support of FA processes.

Journal

ZDMSpringer Journals

Published: Aug 12, 2017

References

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