Exploring instrumental orchestration practices for formative assessment through digital technology

Abstract

This study investigates how teachers orchestrate student learning by using technology as well as formative assessment practices in classroom settings, using instrumental orchestration and formative assessment with technology frameworks. Our research question is: how can teachers conduct formative assessment as part of their orchestration practices when using digital technology? This study analyses twelve videos from technology-rich mathematics classrooms in China. The results show frequencies and relations of orchestration and formative assessment practices observed in the videos, and that orchestration practices are predominantly teacher-led, involving supporting direct instruction and providing individualised feedback.