Visual Abstract

Assessment for Learning (AFL) includes all educational activities designed to improve teaching and learning through gathering, sharing, and acting on information. AFL expands on the concept of formative assessment—which focuses mainly on an in-the-moment assessment activity—to include all processes that facilitate teachers and learners actively seeking and interpreting evidence to guide learning. AFL involves teachers and learners as partners and uses evidence to identify what the learner needs to learn (planning), review where the learner is in their learning (observing), and strategize how to maximize learning (supporting).1 We provide the following guidelines for teachers to implement AFL within these 3 phases of a learning activity. Teachers should tailor their choice of AFL strategies to suit their relationship with the learner and learning environment context, aiming to support the development of self-regulated learning and metacognitive skills.