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Using digital technology to enhance formative assessment in mathematics classrooms

Dalby, D.M.; Swan, Malcolm

Authors

DIANE DALBY Diane.Dalby@nottingham.ac.uk
Senior Research Fellow

Malcolm Swan malcolm.swan@nottingham.ac.uk



Abstract

In this paper, which is based on research from the EU-funded project Improving Progress through Formative Assessment in Science and Mathematics Education (FASMEd), we explore how iPads are used within formative assessment processes by six mathematics teachers and their classes in two secondary comprehensive schools in the Midlands of England. A design research approach is first used to develop and trial six lessons in which iPads are used in different ways within formative assessment processes. Through lesson observations, video analysis and teacher interviews we then examine how iPad technology contributes to these processes, the functions it performs and the distribution of activity between the main actors (teacher, technology and student). An analytic approach is developed which captures the interactions in visual representations, showing how the technology is often used as a form of communication but also performs more active functions which affect the role taken by the teacher in formative processes. The study offers insight into ways in which iPad technology contributes to effective student learning through formative assessment and introduces an analytic approach that may be useful for further studies.

Citation

Dalby, D., & Swan, M. (in press). Using digital technology to enhance formative assessment in mathematics classrooms. British Journal of Educational Technology, https://doi.org/10.1111/bjet.12606

Journal Article Type Article
Acceptance Date Dec 29, 2017
Online Publication Date Jan 18, 2018
Deposit Date Feb 6, 2018
Publicly Available Date Jan 19, 2020
Journal British Journal of Educational Technology
Print ISSN 0007-1013
Electronic ISSN 1467-8535
Publisher Wiley
Peer Reviewed Peer Reviewed
DOI https://doi.org/10.1111/bjet.12606
Keywords Digital technology, iPads, mathematics, formative assessment
Public URL http://eprints.nottingham.ac.uk/id/eprint/49571
Publisher URL http://onlinelibrary.wiley.com/doi/10.1111/bjet.12606/full
Copyright Statement Copyright information regarding this work can be found at the following address: http://eprints.nottingham.ac.uk/end_user_agreement.pdf

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Copyright Statement
Copyright information regarding this work can be found at the following address: http://eprints.nottingham.ac.uk/end_user_agreement.pdf





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