Work

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

Year: 2017

Type: conference-paper

Abstract: 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.

Source: Institutional Research Information System University of Turin (University of Turin)

Authors: Cusi, Annalisa, Morselli, Francesca, Sabena, Cristina

Institutions: University of Modena and Reggio Emilia, University of Turin

Language: English

Topic: Student Assessment and Feedback

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: green

Funder: European Commission

Award: Improving progress for lower achievers through Formative Assessment in Science and Mathematics Education