While the importance of instruction that builds on student thinking and understanding has been advocated by both research (Fennema, et al. 1996) and policy documents (NCTM 2000), this type of instruction is often challenging for teachers to design and enact (Sherin 2002). Building on the teacher “noticing” research (Sherin, Jacobs, and Philipp 2011), we explore 24 mathematics teachers’ participation in a design-based research project. We report on the initial development of an online assessment and feedback environment and explore the question: What are the characteristics of an online assessment and feedback environment that effectively scaffolds teachers’ attention to student thinking and implementation of formative assessment?

Session Type: Poster Session