摘要：Wherever there is challenge in our classrooms there exists the opportunity for better formative assessment. It is beyond time that policy reflected the need for cognitive and affective challenges to be constructive, enjoyable and collaborative. In so doing practitioners are able to co-construct a learning environment which lends positive support to the self-esteem among our young learners in elementary and high schools. This article discusses a remedy to a deepening crisis in our classrooms. That remedy has become known as Assessment for Learning (AfL). AfL is a crucial aspect of classroom practice, the sub-routines of which focus on: the quality of learning, the provision of advice and feedback for improvement and a strong emphasis on cooperative learning and effective learning interactions in the classroom.
