Assessment for learning is not a tool; it is a shift in thinking about what matters in schools. It involves conceptual change on the part of teachers and leaders as they rethink what assessment is for and how to do it. This chapter focuses on how establishing the conditions for powerful interactions among professionals in assessment communities reveal their beliefs about assessment and open them to challenge and change.
Earl, L. M., & Timperley, H. (2014). Challenging Conceptions of Assessment (pp. 325–336). https://doi.org/10.1007/978-94-007-5902-2_20