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In this article we focus on how an experiential based approach to teacher learning about assessment for learning (AfL) provided opportunities for teachers to examine: their deep-seated beliefs about effective learning (and teaching); how these beliefs permeated their day-to-day actions and interactions with students, and the consequence of these actions and interactions for student learning. It also pays attention to how teacher selfefficacy in the use of various AfL strategies was developed through a heightened awareness of the beneficial effects of these strategies on teachers’ own learning in particular. Assessment for Learning Globally, AfL has gained prominence over the last two decades (Gardner, Harlen, Hayward & Stobart, 2010). The principles and practices associated with AfL are now seen as essential components of effective learning and teaching. As currently conceptualized, AfL aims to enhance learning through the development of student learning capacity and selfregulatory and autonomous behaviours (Cowie, Moreland & Otrel-Cass, 2013). It is generally agreed that the following strategies are embedded within AfL practice: the promotion of student understanding about the goal(s) of learning and what constitutes expected performance, student engagement in peer review and self-monitoring, and the taking of action to bring about desired performance (James & Pedder, 2006). Although itemized individually, these strategies are inter-dependent, each feeding into and from the others in an iterative manner. Each is necessary with no one strategy being more or less important that any other – all contribute to supporting the student in furthering learning (authors, 2014). Thus, given its unitary nature, AfL is more complex than teachers adding individual strategies onto existing classroom programmes (authors, 2014; James & Pedder, 2006). As such AfL now embodies and promotes new ways of behaving and interacting thus challenging the norms and behaviors associated with the traditional roles and responsibilities of teachers and students in both learning and assessment. By taking ownership of the goals of learning, monitoring progress and making improvements to work during its production, through engagement in such strategies as peer response and self-monitoring, students are now expected to be active and pro-active participants in their learning. In turn, it now expected that teachers would be both willing and able to provide substantial and authentic opportunities that enable students to acquire the reflective habits of mind necessary to become autonomous and self-regulating learners. To date, despite the championing of AfL principles and strategies, changes to teachers’ instructional practices have proved to be modest and cursory (Black, 2015; Wallace & Priestley, 2011). Although not the sole contributing factor, there is evidence that teachers’ beliefs about their role and those of their students in learning are a mediating factor Australian Journal of Teacher Education Vol 41, 11, November 2016 2 in regard to AfL implementation (authors, 2011). As others have shown teachers continue to voice doubt about student capability and capacity to make accurate judgments and decisions about their learning (DeLuca, Klinger, Pyper & Woods, 2015; Hopfenbeck, Florez Petour & Tolo, 2015). Significantly, if teachers hold such beliefs then the role that students play in learning and assessment will be under-valued and underplayed.

Utilizing an Experiential Approach to Teacher Learning about AfL: A Consciousness Raising Opportunity