Accessible experiences of assessment for learning pedagogies

Assessment for Learning (AfL) is powerful classroom practice that is challenging for teachers and presents significant barriers to learners, including students with language and/or attentional difficulties. Analysis of data from 22 Year 10 English classes highlights interconnections between student experience and teacher response in professional learning. Informed by a pragmatic conceptualisation of six dimensions of student experience, findings demonstrate value for AfL and inclusion research. The project also demonstrated the practical value of positioning teachers as professional responders in an AfL inquiry cycle, where student voice is a layer of evidence to inform practice.