Assessment for learning is broadly similar to formative assessment. Use of assessment for learning is based on the belief that assessment can be part of the learning process, and is important for students to increase their knowledge, not just their grades. It involves students, teachers and parents reflecting on evidence provided by assessment, allows students to grow from feedback and provides data to teachers that allows them to adjust lessons in the future.

Assessment for learning involves both formal and informal assessments. It encourages self-assessment and peer assessment as a regular part of classroom routines. Examples of assessment for learning could include exit tickets, peer editing tasks on essays, class discussions, or short quizzes.

The picture above shows a real example. Other are:
Introductory physics: A set of conceptual questions is used to assess understanding of physics fundamentals at the start of the course.

Psychology: The instructor conducts a survey to understand students’ assumptions about concepts such as the nature of mind versus the nature of behavior.

Course with group work: The instructor rolls out a self-assessment, where group members rate themselves on certain parameters. Specific examples of their previous group work are collected to understand each individual’s mindset.

Creative or fine arts: The instructor collects portfolios to judge the artistic abilities of fine arts students.

A traditional paper or computer based test is good to gather evidence and data on a student's knowledge of concepts, but a performance assessment is better for understanding what a student can do with their knowledge. It's especially useful when assessing students on more complex learning standards, assessing skills, and assessing their ability to apply concepts in order to solve real world problems.

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