Formative Assessment and Technology: Reflections Developed Through the Collaboration Between Teachers and Researchers

Abstract

developed in France and Italy within the European Project FaSMEd, with two main aims: (1) highlighting how the different functionalities of technology could support formative assessment strategies at the teacher’s, the students’ and the two main aims: (1) highlighting how the different functionalities of technology could support formative assessment strategies at the teacher’s, the students’ and the peers’ levels; and (2) characterising the dynamics that intervene within programs could support formative assessment strategies at the teacher’s, the students’ and the peers’ levels; and (2) characterising the dynamics that intervene within programs involving a strict collaboration between teachers and researchers. Through the peers’ levels; and (2) characterising the dynamics that intervene within programs involving a strict collaboration between teachers and researchers. Through the analysis of the two case studies we discuss, on one side, the effectiveness