ABSTRACT
Schools are diverse, information-rich environments that involve different stakeholders in the learning process. These include teachers, students, and students’ peers, who are arguably key stakeholders (Pinchok & Brandt, 2009), along with parents, school leaders, and policy makers. Inside the classroom, aspects of formative assessment are ubiquitous, with formative feedback to students about their competencies, knowledge, skills, etc., appearing in many forms. These may include (but are most certainly not limited to): written or verbal feedback on work/observations from a teacher, students appraising their own or others’ work or ideas, discourse with other students instigated from observing a learning-based artefact, or interaction with other technology. (For examples, see Regier, 2012 or Chappuis, 2009.)
