Fostering technology-enhanced formative assessment in Euclidean geometry proving through graded peer tutoring roles

In recent years, educators and researchers have paid increasing attention to formative assessment strategies. In this paper, we explore an experimental design in which formative assessment strategies are intertwined with digital technology and graded peer tutoring within structured groups and integrated into activities aiming to overcome secondary school students’ difficulties in proving statements in Euclidean geometry. According to the design, each group is decomposed into three helping students, acting as guides at different levels, and one student needing to be guided to learn. Each helping student intervenes to activate mainly a specific assessment process in a specific phase of the activity, supported by a digital tool, in accordance with the helping role to be performed. We investigate the use of digital technology and tutoring roles in supporting agents (teacher, students, peers) to develop formative assessment strategies in teaching and learning Euclidean geometry.