“Assessment for learning is a central element of effective learning and teaching” During this school internship, I took the time to observe lessons throughout the school, and particularly within the mathematics department. I wanted to see if assessment for learning was being used, if at all, to improve student learning. I found that the school has a clear assessment program for learning, which is clearly stated to all staff, who are encouraged to plan this into each of their lessons, to ensure learning effective. It is clear that different teachers place different emphasis on assessment for learning. I targeted my observations not only on teachers in my department, but also on those who were renowned for their expertise in learning assessment. Below is a description of my observations and conclusions. A year 11 class in which I observed the beginning of a new topic; started the lesson with discussions and small tasks. The teacher told me that this is how she begins all new topics, using these tasks and discussions as assessments to check the current state of students' knowledge and understanding of the topic. This was a great example of AFL in practice, it allowed the first lesson to be used as an information-seeking exercise to determine each learner's starting point on this particular topic. Teaching can be explained as a journey in which a teacher guides the learner on the path to greater knowledge. It is obvious that for this the teacher must know the starting point and thus be able to design the best route for the student. This teacher's use of the first lesson of a new topic to gather information about the student's current knowledge is AFL at its core...... middle of paper ...... be used as a tool to engage learners and equip them with the life skills needed to continue their learning after school. References Butler, R. (1988) Enhancing and undermining intrinsic motivation: the effects of assessment involving tasks and involving ego over interest and performance. British Journal of Educational Psychology, 58:1-14Sadler (1989) Formative assessment and the design of instructional systems, Instructional Science, 18:119-44Rowe (1974) Waiting times and rewards as instructional variables, their influence on language , logic and destiny controls, Journal of Research in Science Teaching, 11: 81-94 David Spendlove (2013). Putting assessment for learning into practice. London: Bloomsbury. p1-50Paul Black et al (2011). Assessment for learning: putting it into practice. London: Open University Press. 5-71.