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:
- Agents (student, peers, teacher) that intervene in formative assessment processes in the classroom and that can activate formative assessment strategies,
- Strategies for formative assessment activated by the agents, and
- Functionalities of technology within the formative assessment processes.
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.