Assessment for Learning (AfL): A Practical Guide for Teachers

Duration: ~2 Hours (Self-Paced)
Mode: Online (hosted on Gnomio/Moodle)
Course Type: Introductory Professional Development

Module 1: Introduction to Assessment for Learning (15 minutes)

• Learning Objectives:

  • Define Assessment for Learning (AfL).

  • Distinguish AfL from Assessment of Learning (AoL).

• Content:

  • Overview of AfL (Where the learner is going, where they are now, how to get there).

  • Historical background – why AfL gained importance in the 1990s.

  • Difference between formative, summative, and diagnostic assessments.

• Activity:

  • Interactive Quiz (5 questions): Match terms with definitions (AfL, AoL, formative, summative, diagnostic).

Module 2: Theoretical Foundations of AfL (20 minutes)

• Learning Objectives:

  • Understand social constructivist roots of AfL.

  • Recognize the contributions of Black & Wiliam and other researchers.

• Content:

  • Social constructivism and learning through interaction.

  • Black & Wiliam’s Inside the Black Box (1998).

  • Key strategies to improve formative assessment.

• Activity:

  • Reflective Task: Learners write (150–200 words) on how social interaction influences assessment in their own classroom/workplace.

Module 3: Benefits of Assessment for Learning (15 minutes)

• Learning Objectives:

  • Identify benefits for teachers and learners.

  • Link AfL practices to improved student outcomes.

• Content:

  • Feedback and its impact on achievement (Hattie, 2012).

  • Learner autonomy and responsibility.

  • AfL as an integrated teaching-learning approach.

• Activity:

  • Scenario Exercise: Learners are given a classroom situation and asked to suggest how AfL could improve learning outcomes.

Module 4: Challenges in Implementing AfL (20 minutes)

• Learning Objectives:

  • Recognize challenges and misconceptions in AfL practice.

  • Identify ways to overcome barriers.

• Content:

  • Confusing function with instrument.

  • Workload concerns (EEF, 2016).

  • Fidelity of implementation (Wiliam, 2018).

  • Resistance from parents, learners, and institutions.

• Activity:

  • Discussion Forum: Learners share one challenge they anticipate in implementing AfL and suggest one possible solution.

Module 5: Practical Strategies for Teachers (25 minutes)

• Learning Objectives:

  • Apply AfL techniques in classroom practice.

  • Use feedback, questioning, and peer assessment effectively.

• Content:

  • Sharing learning intentions & success criteria.

  • Effective questioning & hinge-point questions.

  • Peer- and self-assessment strategies.

  • Using feedback without grades.

  • Making formative use of summative tests.

• Activity:

  • Interactive Case Study: Learners analyze a sample lesson plan and suggest where AfL strategies could be embedded.

Module 6: Making the Best Use of AfL (School & Teacher Levels) (15 minutes)

• Learning Objectives:

  • Understand how schools and teachers can sustain AfL practices.

  • Explore professional development opportunities.

• Content:

  • Teacher learning communities.

  • Evaluating impact of AfL strategies.

  • Balancing AfL with workload.

  • Embedding AfL in policy and culture.

• Activity:

  • Checklist Creation: Learners create their own AfL Action Plan (3 strategies they will apply within the next month).

Final Assessment & Wrap-Up (10 minutes)

• Knowledge Check Quiz (10 questions) covering key concepts.

• Reflection Journal: Learners write a short reflection: “Which AfL strategy will I implement first, and why?”

• Certificate of Completion.