Formative Assessment and Technology: Reflections Developed Through the Collaboration Between Teachers and Researchers.

In this work, we present the analysis of the ways in which formative assessment processes can be developed, by the teacher and the students, thanks to the support given by technology. The analysis is carried out focusing on two case studies developed in France and Italy within the European Project FaSMEd, with two main aims: (1) highlighting how the different functionalities of technology could enable the enactment of formative assessment strategies at the teacher’s, the students’ and the peers’ levels; and (2) characterising the dynamics that intervene within programs involving a strict collaboration between teachers and researchers. Through the comparison between the two case studies we will discuss, on one side, the effectiveness of the adopted theoretical tools, and, on the other side, the contribution, in terms of professional development, of the collaborative work developed within the project.