The Use of Digital Technologies to Enhance Formative Assessment Processes

Abstract

We focus on formative assessment processes carried out, by the teacher and the students, through the use of digital technologies. The research is situated within the European Project FaSMEd, in which a new model connecting the role of technology to classical views on formative assessment is proposed. Through data analysis from teaching experiments in Italian schools using connected classroom technology, we highlight how the specific choices concerning the use of technology and the design of the activities can enable the enactment of formative assessment strategies at the teacher’s, the students’, and the peers’ levels.