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The theoretical framework of FaSMEd takes into account three main dimensions that make it possible to characterise and analyse technology enhanced formative assessment processes.

The three dimensions are:

Overview of the FaSMEd framework

This figure gives an overview of the FaSMEd framework. It shows the subdivision of each dimension into different sub-categories (see the according pages for more information). This enables the identification of small cuboids within the diagram. Each cuboid helps to locate specific formative assessment practices, highlighting the agents involved in this practice, the main FA strategy that is activated and the functionalities of the technology that is involved. Therefore, the chart of the FaSMEd framework can be used to summarise or characterise the analysis of FA practices in terms of a general or local “snap-shot” of the analysed processes.

Formative assessment in Science and
Mathematics Education (FaSMEd)
The Research Centre for Learning and Teaching
Newcastle University