[Maths-Education] research on feedback and formative assessment?

[Kate Mackrell]

CEMSE at the University of Chicago is trying to "cover all bases" in a proposal re the above in a technology environment.  We have found some excellent literature (see refs below), but wonder if there is any other interesting stuff out there that people know about.  In particular, we are looking for:

a.  any frameworks for feedback and formative assessment in technological environments? 

b. any recent evidence re the frequency of feedback/formative assessment in classrooms?

We'd also love to hear from anyone doing similar work!

Kate Mackrell

Bibliography so far:

Bellman, A., Foshay, W., & Gremillion, D. (2014). A developmental model for adaptive and differentiated instruction using classroom networking technology. In A. Clark-Wilson et al. (Eds.), The Mathematics Teacher in the Digital Era, Springer: Dordrecht.

Black, P. J., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy and Practice, 5(1), 7–74.

Drijvers, P., Boon, P., Doorman, M., Bokhove, C., & Tacoma, S. (2013). Digital design: RME principles for designing online tasks. In C. Margolinas (Ed.). Task Design in Mathematics Education: Proceedings of ICMI Study 22, 55-62.

Geiger, V., & Redmond, T. (2013). Designing mathematical modelling tasks in a technology rich secondary school context. In C. Margolinas (Ed.). Task Design in Mathematics Education: Proceedings of ICMI Study 22, 121-130.

Gutierrez-Santos, S., Mavrikis, M., & Magoulas, G. (2010). Layered development and evaluation for Intelligent Support in Exploratory Environments: the case of microworlds. Volume 6094 of Lecture Notes in Computer Science, pp. 105-114. Heidelberg: Springer.

Hattie, J. & Helen Timperley, H. (2007). The Power of Feedback, Review of Educational Research, 77(1), 81–112.

Joubert, M. (2013) Using computers in classroom mathematical tasks: revisiting theory to develop recommendations for the design of tasks. In C. Margolinas (Ed.) Task Design in Mathematics Education: Proceedings of ICMI Study 22, 71-80.

Lee, H., Feldman, A., & Beatty, I. (2012). Factors that affect science and mathematics teachers’ initial implementation of technology-enhanced formative assessment using a classroom response system, J Sci Educ Technol, 21, 523–539.

Mackrell, K., Maschietto, M., & Soury-Lavergne, S. (2013). The interaction between task design and technology design in creating tasks with Cabri Elem.  In C. Margolinas (Ed.) Task Design in Mathematics Education: Proceedings of ICMI Study 22, 81-90.

Mavrikis, M., Noss, R., Hoyles, C., & Geraniou E. (2013). Sowing the seeds of algebraic generalisation: designing epistemic affordances for an intelligent microworld. Journal of Computer Assisted Learning, 29(1), 68-85.

Mavrikis, M., & Gutierrez-Santos, S. (2010). Not all wizards are from Oz: Iterative design of intelligent learning environments by communication capacity tapering, Computers & Education, 54, 641–651.

Moreno, R. (2004). Decreasing cognitive load for novice students: effects of explanatory versus corrective feedback in discovery-based multimedia, Instructional Science, 32, 99–113.

Pellegrino, J. W. (2010). Technology and formative assessment. In P. Peterson, E. Baker & B. McGaw (Eds.) International Encyclopedia of Education (Third Edition), 42-47. University of Illinois at Chicago: Chicago, IL.

Sangwin, C., Cazes, C., Lee, A. & Wong, K. (2010). Micro-level automatic assessment supported by digital technologies. In C. Hoyles & J.-B. Lagrange (Eds.), Mathematics Education and Technology-Rethinking the Terrain, 227-250. Springer.

Stacey, K., & Wiliam, D. (2013). Technology and Assessment in Mathematics. In M. A. Clements et al. (Eds.), Third International Handbook of Mathematics Education, 721-751. Springer: New York.

Warner, Z. (2011). Adoption of computer-based formative assessment in a high school mathematics classroom. Journal of Cases on Information Technology, 13(4), 9-20.