Abstract
We explore how the Amplify Classroom Activity Builder (AB) enhances formative assessment practices in secondary mathematics classrooms. Drawing on Wiliam and Thompson's (2008) framework, we examine three key formative assessment strategies: engineering effective classroom discussions; providing feedback that moves learners forward; and activating students as instructional resources for one another. Illustrating using the ``Fit Fights'' lesson, we demonstrate how AB addresses common formative assessment challenges by providing real-time access to student thinking, enabling immediate non-judgmental feedback, and facilitating peer collaboration. We claim that well-designed digital activities can transform classrooms from teacher-centered evaluation to collaborative learning environments where students become active agents in their mathematical understanding, effectively bridging summative assessment tools and authentic formative assessment practices.
Keywords
Formative Assessment, Technology, Problem Solving
How to Cite
Cox, D. C., Harper, S. R. & Simon, L., (2026) “Enhancing Formative Assessment Practices with Strategic Use of the Activity Builder”, Ohio Journal of School Mathematics 101(1), 126-133. doi: https://doi.org/10.18061/ojsm.6613
