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I like that the ARG definition provides 3 types of evidence - dialogue, demo, and observation.

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It baffles me that teachers require professional knowledge & skills to plan for assessment.

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The different definitions help me as teacher to activate students as owners of their own learning and the evidence we collect allows us to make better decisions on how to help students to move forward in their learning process. I have also learnt that making decisions, engaging in self-reflections and communicatio are important to carry out formative assessment effectively.

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Students need to be trained to be able assess their own learning.

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It isn’t easy to focus on how students learn in the classroom at all time as most of the time, we are rushing to complete the syllabus.

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For dialogue to be effective , learners must take an active role in accessing their own performance .so that tr can learn about their progress .
Students need to taught how to assess themselves and peers so  ,
They also need guidance how to plan steps in their learning . Many times , this can be not done
properly.
Time is a factor .

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How will students be able to develop the capacity for self-assessment and self-reflection in their learning? How can we help them reach this juncture of their learning?

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I think it is difficult to regularly review and reflect on assessment data with students due to time constraint. Conferencing once a term is as close as it gets, and it is already a challenge. Quoting time constraint is a bad excuse but it is a reality teachers are facing.

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How to develop the skills of self-assessment

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I would like AfL to foster motivation in students in the classroom on a daily basis.

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In AfL, teachers take ownership of their teaching and students also have to take ownership of their own learning. For students to do that, teachers should explicitly point out students' errors and where they fall short in their learning. 

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In AfL, teachers take ownership of their teaching and students also have to take ownership of their own learning. For students to do that, teachers should explicitly point out students' errors and where they fall short in their learning. 

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I think that schools should be more supported in AFL. This can be done through having a budget set aside for teachers to purchase resources for some techniques that can be conducted in the classroom.

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he most important thing is teacher's knowledge and seeing the long term goals that needs to be achieved..... Developing pupils to take charge of their learning. What baffles  me is that getting pupils to understand their strengths and gaps are so fundamental but when I look at lessons (even mine) I ask why is so little time set a side to consolidate and communicate areas to improve and provide guidance and examples to do better. Providing pupils opportunities to make decisions and take charge of learning are done so minimally too.

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What is baffling in schools is that teachers are not assessed on how well their students are learning but on whether they are able to complete all the stipulated worksheets and tasks according to scheme of work....

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What is baffling in schools is that teachers are not assessed on how well their students are learning but on whether they are able to complete all the stipulated worksheets and tasks according to scheme of work....

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Designing lessons to cover curriculum vs designing lessons to make pupils self-directed.
The most important thing is teacher's knowledge and seeing the long term goals that needs to be achieved..... Developing pupils to take charge of their learning. What baffles  me is that getting pupils to understand their strengths and gaps are so fundamental but when I look at lessons (even mine) I ask why is so little time set a side to consolidate and communicate areas to improve and provide guidance and examples to do better. Providing pupils opportunities to make decisions and take charge of learning are done so minimally too.

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I would like it if there are less major summative assessments (SA, CA, etc) and more time allocated for real clsrm teaching.

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I would like it if there are less major summative assessments (SA, CA, etc) and more time allocated for real clsrm teaching.

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Designing lessons to cover curriculum vs designing lessons to make pupils self-directed.
The most important thing is teacher's knowledge and seeing the long term goals that needs to be achieved..... Developing pupils to take charge of their learning. What baffles  me is that getting pupils to understand their strengths and gaps are so fundamental but when I look at lessons (even mine) I ask why is so little time set a side to consolidate and communicate areas to improve and provide guidance and examples to do better. Providing pupils opportunities to make decisions and take charge of learning are done so minimally too.

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How to do assessment to build confidence, motivation and enthusiasm ?