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Can digital technology change the way mathematics skills are assessed?

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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.

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Notes

  1. The research leading to these results received funding from the European Community’s Seventh Framework Programme fp7/2007–2013 under grant agreement No [612337].

  2. https://research.ncl.ac.uk/fasmed/deliverables/.

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Authors and Affiliations

  1. IFÉ-ENS de Lyon, S2HEP, Université de Lyon, Lyon, France

    Gilles Aldon

  2. Department of Education and Learning, SUPSI, Locarno, Switzerland

    Monica Panero

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  1. Gilles Aldon
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  2. Monica Panero
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Correspondence to Gilles Aldon.

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Aldon, G., Panero, M. Can digital technology change the way mathematics skills are assessed?. ZDM Mathematics Education 52, 1333–1348 (2020). https://doi.org/10.1007/s11858-020-01172-8

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