Assessment for Learning (AfL)- pertains to diagnostic and formative assessment

tasks which are used to determine learning needs, monitor academic progress of
students during a unit or block of instruction and guide instruction. Based on
assessment results, teacher can make adjustments when necessary in their teaching
methods and strategies to support learning. They can decide whether there is a need to
differentiate instruction or design more appropriate learning activities to clarify and
consolidate students’ knowledge, understanding and skills. It includes pre-tests, written
assignments, quizzes, concept maps and focused questions (De Guzman-Santos,
2007).
Assessment as Learning (AaL)- employs tasks or activities that provide students with
an opportunity to monitor and further their own learning− to think about their personal
learning habits and how they can adjust their learning strategies to achieve their goals.
It involves metacognitive processes like reflection and self-regulation to allow students
to utilize their strengths and work on their weaknesses by directing and regulating their
learning. It includes the self-and-peer assessment rubrics and portfolios.

Assessment of Learning (AoL)- is a summative and done at the end of a unit, task,
process or period. Its purpose is to provide evidence of student’s level of achievement
in relation to curricular outcomes. Unit tests and final projects are typical examples of
summative assessment. AoL is used for grading, evaluation and reporting purposes.
Further, it provides the foundation for decisions on student’s placement and promotion.