Technology Supporting Student Self-Assessment in the Field of Functions—A Design-Based Research Study

Abstract

The focus of this chapter is the development of an electronic tool for formative self-assessment of functional thinking (SAFE) in a design-based research study. The digital tool aims to allow students to self-assess their work, rather than having technology evaluate their answers. Thus, the SAFE tool provides learners with a list of criteria against which they can check their solutions to an open assessment task, in this case, one which requires the learner to draw a graph based on a given situation. Two case studies in form of task-based interviews with sixteen-year-old students are described. The analysis leads to the reconstruction of the learners’ formative assessment processes by using a theoretical framework developed in the EU-project FaSMEd. The results show which formative assessment strategies students actively use when working with the self-assessment tool and which functionalities of the technology support the process.