ABSTRACT
The chapter explores how students' use of learning strategies can be developed when they engage in Assessment as Learning (AaL). It discusses the AaL as an evidence-based teaching and learning approach derives from a larger mixed-methods study, in which teachers and students from Years 2, 4 and 6 worked together on an AaL writing project. The term AaL refers to assessment that is designed to enable students to reflect on and monitor their own progress to inform their future learning goals. To present evidence of AaL as a classroom practice that develops students' strategies and competence as learners, the chapter focuses on Vocabulary, which is an aspect of writing to which students such as Ruby and Leon gave much consideration. The study used a three-phase AaL process – from on referred to as the Student-Directed Assessment (SDA) process – to scaffold students' goal-setting steps, thus placing the student at the centre, as a director of the cognitive process.
