Let's say that a high school teacher want to assess her students' understanding of a novel they have read. Instead of simply giving them a test or a quiz, the teacher decides to incorporate assessment as learning.
First, she gives the students a prompt asking them to reflect on their understanding of the novel, the themes, the characters, and their personal responses to the story. The teacher encourages the students to think about their strengths and weaknesses in their comprehension of the novel, and to identify areas where they need improvement.
Next, the students are asked to work in pairs or small groups to discuss their responses to the prompt. During this process, they can compare and contrast their interpretations of the novel and provide feedback to one another. The teacher then encourages students to ask questions, explore different perspectives and to think critically about their responses.
Finally, the students are asked to revise their initial responses to the prompt based on the feedback they received from their peers, and to reflect on their learning process. Through this process, the students become active participants in the assessment process and develop important metacognitive skills that will serve them well in their future learning experiences.