Teacher Reflection: Assessment for Learning
Engaging with the concept of Assessment for Learning (AfL) has significantly shifted how I view assessment in the classroom. Rather than seeing it as a final judgment of student ability, I now understand AfL as an ongoing process that supports learning and growth. It involves using evidence of student understanding to inform teaching and help students take ownership of their progress. This includes practices like learning intentions, success criteria, peer and self-assessment, and timely feedback. When implemented well, AfL builds clarity and confidence in learners and helps them see the purpose behind their work.
One of the most effective strategies I’ve adopted is sharing clear learning intentions and co-constructing success criteria with students. This helps them understand what they are working towards and how they will know when they’ve succeeded. It has been especially powerful in supporting diverse learners, as it allows me to tailor my teaching to meet students’ needs in real-time. I've also seen students become more reflective and independent when they are encouraged to assess their own work or give feedback to peers. These routines foster a classroom culture where mistakes are viewed as learning opportunities.
Assessment for Learning has also strengthened the relationship between teaching and assessment. Rather than relying solely on tests or final products, I now gather a wider range of evidence, such as class discussions, learning conversations, and ongoing observations, to understand student thinking. This holistic approach has improved the quality of my planning and allowed me to be more responsive and flexible. As I continue to develop in this area, I aim to deepen students’ involvement in the assessment process so they can set goals, monitor progress, and take greater responsibility for their learning journey.
