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With the rise in online learning accompanying the ever-increasing technology era, flipped classroom models have become increasingly popular. The flipped classroom model offers the benefit of maximizing class time for more interactive and collaborative activities, as the screencast introduces new material at home as students' initial contact with novel content. However, screencasts by nature are homework assignments not completed live, so formative assessment must be purposefully implemented with face-to-face mathematical classroom interactions. This study follows websites that allow teachers to embed questions within the screencast that requires student responses throughout the video that provide teachers data and accountability to at-home screencast assignments that inform the teachers of student understanding, which in turn guide teachers' development of the following day's instruction. Thus, the study's results provide implications and conclusions for practical application of flipped interactive screencasts.

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