ABSTRACT
Assessment for learning (AFL) or formative assessment is any assessment for which the main purpose is promoting students' learning. It thus differs from (summative) assessment designed primarily to serve the purposes of accountability, ranking, or certifying competence. Effective AfL involves purposeful dialogue between student and teacher about geography; it provides an opportunity to create an assessment system that is 'fit for purpose' rather than driven by the data collection needs of schools. Assessment for learning starts with teachers obtaining information about what students know, understand and can do. This chapter overviews how expectations of students might change over time and provides a starting point for more detailed analysis of individual modules that meet the needs of students in the individual school context. Some schools may find it easier to retain the common currency, or an adapted version, of the 'old national curriculum' levels and 'old GCSE grades' when monitoring student progress.
