We can consider assessment as learning. In other words, through engagement in assessment activities such as using rubrics to self-assess, students are learning. Many research studies support the contention that sound assessment is a key determinant of success in relation to both teaching and learning. In particular, purposes and approaches to assessment that intentionally aim to promote learning have been found to be richly promising.

Assessment for learning (AfL) does involve wide-ranging adjustment to teaching, learning and classroom cultures in which it has been absent. In addition, however, teacher knowledge and skills in relation to specific AfL approaches are necessary prerequisites to effecting such culture change in classrooms. The chapter presents six dimensions of AfL, offering a number of illustrated techniques and opportunities for practice. In travelling the journey from knowledge of techniques to embedding AfL in pedagogical practice, a range of challenges present themselves. These are best overcome through shared understanding and action between teachers, students, parents and system planners.