Enhancing formative assessment in mathematical class discussion: a matter of feedback

Annalisa Cusi (1) , Francesca Morselli (2) , Cristina Sabena (2)

1 UNIMORE - Università degli Studi di Modena e Reggio Emilia = University of Modena and Reggio Emilia
2 University of Torino

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.

Mots clés: formative assessment; technology; feedback; teacher; peers

Domaines: Mathématiques [math]; Sciences de l'Homme et Société

Annalisa Cusi, Francesca Morselli, Cristina Sabena. Enhancing formative assessment in mathematical class discussion: a matter of feedback. CERME 10, Feb 2017, Dublin, Ireland. ⟨hal-01949286⟩