Can digital technology change the way mathematics skills are assessed?
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ORIGINAL ARTICLE
Can digital technology change the way mathematics skills are assessed? Gilles Aldon1 · Monica Panero2 Accepted: 29 May 2020 © FIZ Karlsruhe 2020
Abstract Formative assessment strategies have been studied for a long time. Drawing on data from the FaSMEd (Formative Assessment in Science and Mathematics Education) project, this paper has the aim of contributing to research about formative assessment and the use of technology, in the field of mathematics education, by claiming that digital technology does modify classroom assessment processes when mastered by teachers, especially regarding the implementation of formative assessment strategies, but also by discussing how and to what extent this occurs, taking into account the different perspectives of the actors involved. The methodology of this research is founded in the design-based research paradigm, and the work with teachers is detailed in order to show the contributions of the project both in providing research results and in examples of practical use in the mathematics classroom. Keywords Formative assessment · Technology · Feedback · Assessment situation · Instrumental approach
1 Introduction The context of the research presented in this paper is the European project FaSMEd (Formative Assessment in Science and Mathematics Education1) which ran for 3 years and concluded at the end of 2016. This project involved a set of international partners, all of whom have recognized expertise in the analysis and implementation of pedagogies based on scientific investigation integrating the use of technologies. The purpose of this project was to consider the role of technologies in formatively assessing student achievement in science and mathematics. The objectives of the project were stated as follows: – to produce a set of resources and methods (known as a ‘toolkit’) to support the development of practices from a teacher professional development perspective,
* Gilles Aldon gilles.aldon@ens‑lyon.fr Monica Panero [email protected] 1
IFÉ‑ENS de Lyon, S2HEP, Université de Lyon, Lyon, France
Department of Education and Learning, SUPSI, Locarno, Switzerland
2
– to build formative assessment approaches using technologies, – to disseminate research results in the form of online resources and professional and research publications. Each of the project partners worked with a set of schools in a Design-Based Research perspective (Wang and Hannafin 2005; Swan 2014); i.e., research involving a sequence of lessons designed jointly by teachers and researchers, implemented in classes and analysed jointly, according to both empirical data and theoretical perspectives, for reformulation and new implementation. In the case of France, the levels of the classes involved varied from primary school (grades 4 and 5) to lower secondary school (grades 6–9) and upper secondary school (grade 10). In this paper, we chose episodes which can significantly help in understanding if and how digital technology can change the way mathematics skills are assessed. Such epi
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