This paper presents an interim report detailing case studies from the North East of England across a wide variety of schools trialling mathematics materials from the Fasmed project. Teachers, as practitioner researchers (Wilkinson, 2000), have been developing formative assessment strategies drawing on a range of materials, tools and technologies in order to raise achievement for all learners and to support the design of a ‘toolkit’ for teachers adopting this approach. The case studies report on teachers who are attempting to raise achievement and transforming their teaching through implementing ‘assessment as learning’ (Hickey, 2011). The activities focus on the development of technologically enhanced practices of formative interpretations of assessment within day-to-day teaching approaches and are based on the Mathematics Assessment Project (2007). Case studies will draw upon a wide variety of researcher and teacher obtained evidence, including interviews with participant teachers and students, observations, teacher reflective diaries and/or lesson reports, video extracts of lessons and pre and post intervention attainment comparison. The cases reported will focus on how materials are adapted for use where classrooms now occupy a digital environment. The use of digital environments in classroom in recent years has changed from a more “private” to a “public” use that integrates private use (Hegedus & Moreno-Armella, 2009; Robutti, 2010). The public screen not only displays the student work in real time, providing immediate feedback, it enables individual students to compare and connect their own work with that of others. The case studies report on how this environment supports formative assessment.

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