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Designing for Formative Assessment: A Toolkit for Teachers

Lookup NU author(s): David Wright, Professor Jill Clark, Lucy Tiplady

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Abstract

This paper describes the outcomes of the three-year design researchproject: Formative Assessment in Science and Mathematics Education (FaSMEd)(http://www.fasmed.eu). Its goals: to develop a toolkit for teachers, and to researchthe use of technology in formative assessment in mathematics and science.Countries in the partnership included the United Kingdom, Republic of Ireland,Norway, The Netherlands, France, Germany, Italy, and South Africa. The projectused an iterative, collaborative, process-focused approach. Case studies drew on awide variety of researcher and teacher obtained evidence. The paper draws onanalysis of the case studies and country reports to provide policy recommendationsand suggestions for further research.


Publication metadata

Author(s): Wright D, Clark J, Tiplady L

Editor(s): Thompson D., Burton M., Cusi A., Wright D.

Publication type: Book Chapter

Publication status: Published

Book Title: Classroom Assessment in Mathematics

Year: 2018

Volume: ICME-13 Monographs

Pages: 207-228

Online publication date: 02/03/2018

Acceptance date: 02/03/2018

Publisher: Springer

Place Published: Cham

URL: https://doi.org/10.1007/978-3-319-73748-5_14

DOI: 10.1007/978-3-319-73748-5_14

Library holdings: Search Newcastle University Library for this item

ISBN: 9783319737478


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