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