Abstract
Assessment for Learning (AfL) has emerged as one of the most transformative pedagogical frameworks
of the twenty-first century, shifting the traditional purpose of assessment from measuring learning to
promoting learning. Within higher education, AfL redefines the relationship between teaching, learning,
and evaluation by positioning assessment as a continuous, dialogic process embedded within everyday
classroom practice rather than an isolated terminal event. This paper critically investigates the
pedagogical use of AfL in higher education, exploring its theoretical underpinnings, methodological
implementations, and empirical impacts on student motivation, engagement, and metacognition.
Drawing on constructivist, socio-cultural, and formative-assessment theories, the study examines how
AfL practices—such as feedback loops, peer assessment, self-reflection, and rubrics—enhance the
quality of learning outcomes and learner autonomy. A mixed-methods design was employed across
multiple universities to analyze teacher beliefs, student perceptions, and institutional strategies that
either enable or hinder AfL integration. Findings indicate that AfL significantly improves academic
performance, fosters self-regulated learning, and transforms the teacher–student relationship into a
partnership of shared responsibility. However, challenges persist, including faculty workload, resistance
to change, and misalignment between formative feedback and summative evaluation systems. The study
concludes that AfL is not merely a tool of evaluation but a pedagogical philosophy that reimagines
assessment as an engine of deep learning, reflective thinking, and lifelong educational growth.
of the twenty-first century, shifting the traditional purpose of assessment from measuring learning to
promoting learning. Within higher education, AfL redefines the relationship between teaching, learning,
and evaluation by positioning assessment as a continuous, dialogic process embedded within everyday
classroom practice rather than an isolated terminal event. This paper critically investigates the
pedagogical use of AfL in higher education, exploring its theoretical underpinnings, methodological
implementations, and empirical impacts on student motivation, engagement, and metacognition.
Drawing on constructivist, socio-cultural, and formative-assessment theories, the study examines how
AfL practices—such as feedback loops, peer assessment, self-reflection, and rubrics—enhance the
quality of learning outcomes and learner autonomy. A mixed-methods design was employed across
multiple universities to analyze teacher beliefs, student perceptions, and institutional strategies that
either enable or hinder AfL integration. Findings indicate that AfL significantly improves academic
performance, fosters self-regulated learning, and transforms the teacher–student relationship into a
partnership of shared responsibility. However, challenges persist, including faculty workload, resistance
to change, and misalignment between formative feedback and summative evaluation systems. The study
concludes that AfL is not merely a tool of evaluation but a pedagogical philosophy that reimagines
assessment as an engine of deep learning, reflective thinking, and lifelong educational growth.