Implementation of Assessment for Learning

This article aims to provide a state-of-the-art overview of evidence on the implementation of Assessment for Learning (AfL). It describes definitions of AfL and synthesizes evidence for systemic implementation. The article draws on two case studies from different international contexts, Australia and Canada, to highlight key learnings about successful large-scale implementation of AfL. We conclude that implementation of AfL requires consideration of temporal and contextual dimensions and requires substantial support from and interaction between different actors within the various layers of the education system. We also highlight gaps in theory and provide suggestions for future implementation.