摘要：This study aimed to develop an assessment-for-learning (AfL) model in mathematics learning. This was a research and development study using the Hopkins & Clark model. The tryout subjects consisted of 20 mathematics teachers and 199 Year VII students of SMPN 13 and SMPN 27 Makasar. The data were analyzed in two stages by means of quantitative and qualitative techniques. The tryout of the AfL model used a repeated measures analysis. The results show that the developed AfL model has five main characteristics. The model provides all students with fairness and is appropriate for all subjects. Some research findings show that: (1) information obtained through the application of the AfL model is accurate and relevant to the students’ real needs; (2) the application of the AfL model in mathematics learning improves students’ motivation, self-confidence, self-awareness, behaviors during the learning process, and competence in mathematics; and (3) students’ learning progress is presented through the individual and class profiles.Keywords: assessment, formative assessment, assessment for learning, mathematics education, and learning
