ASSESSMENT FOR LEARNING: A CRITICAL REVIEW OF TECHNIQUES AND OUTCOMES

Abstract

Assessment for Learning (AfL) has emerged as a transformative approach that integrates assessment processes into everyday teaching and learning. This review critically examines a range of AfL techniques—such as formative feedback, peer and self-assessment, learning intentions and success criteria, and questioning strategies—within diverse educational contexts. The paper analyzes empirical studies to explore the impact of AfL on student engagement, achievement, and metacognitive development. It highlights how AfL promotes a student-centered learning environment by shifting the focus from summative judgment to formative improvement. However, the review also acknowledges challenges including inconsistent implementation, teacher preparedness, and the risk of superficial adoption. The paper concludes by recommending systemic support, teacher professional development, and context-sensitive adaptation to maximize the efficacy of AfL practices.