Abstract
Pandemic induced Long-Distance Learning during the first Italian lockdown has highlighted the role that digital technology-based environment can have on class interaction. This work present how formative assessment can be defined and detected in the context of virtual environment. Classroom observation has allowed us to adapt a research tool coming from a European project on formative assessment in mathematics to the virtual classroom. We developed a grid for analysis and auto-analysis of teacher practices related to this construct working on already existent tool, designed for video-analysis of physical classrooms situations. The process of adaptation to the virtual environment that led to the definition of our grid is here explained in order to function as an example for future works in the same direction, not only in relation to formative assessment.