Practical strategies in formative and summative assessment of the flipped math and physics education

In 2011 at P.J. Šafárik University, we completed essential preparations for a pilot application of the flipped learning model in several physics and math-related courses. Afterward, during autumn semesters of the last four years (2012-2015), we have been realizing our experimental research and pilot instruction. Through following spring semesters, we have been devoting our attention to modifying or improving learning materials, assessment tools, or teaching strategies. From the pedagogical point of view, our version of flipped learning is based on Just-in-Time Teaching and Question-Driven Instruction. Here in our contribution, we would like to explain our pedagogical and practical experience dealing with a portfolio of formative and summative assessment tools and strategies, namely structured Cornell notes, two-minute paper, peer-instruction cycle, big moderation, content and attitude surveys, flipped grading, applied in our instruction. As it is typical in flipped learning, these assessment tools are based or strongly supported by digital technology, which we introduce together with actual examples of mentioned tools. Finally, by our more than four-year-long experience and teaching results, we will discuss the benefits, pitfalls and suggestions corresponding to the mentioned assessments tools and corresponding digital technology, all in the framework of flipped math and physics learning.The first two authors of the article were doctoral students of the third author at the time of the publication, under whose leadership the research and the publication were created