In this contribution we analyse data coming from the research project FaSMEd, which aims at investigating the role of technologically enhanced formative assessment methods in raising the attainment levels of low-achieving students. Our working hypothesis is that low attainment is also linked to affective factors and that, consequently, these factors should be taken into account when planning interventions and when evaluating their effectiveness. We report our first steps towards the analysis of the experiments in terms of affect, drawing some preliminary conclusions on the students' attitude towards the project and outlining further research developments.

“Every time I fell down (made a mistake), I could get up (correct)”: affective factors in formative assessment practices with classroom connected technologies

Morselli F.;
2017

Abstract

In this contribution we analyse data coming from the research project FaSMEd, which aims at investigating the role of technologically enhanced formative assessment methods in raising the attainment levels of low-achieving students. Our working hypothesis is that low attainment is also linked to affective factors and that, consequently, these factors should be taken into account when planning interventions and when evaluating their effectiveness. We report our first steps towards the analysis of the experiments in terms of affect, drawing some preliminary conclusions on the students' attitude towards the project and outlining further research developments.
978-3-319-49231-5
978-3-319-49232-2
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11567/896585
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