For learning

In response to research evidence that simply giving grades on written work can be counterproductive
for learning (Butler, 1988), teachers began instead to concentrate on providing comments without
grades—feedback designed to guide students’ further learning. Students also took part in self-
assessment and peer-assessment activities, which required that they understand the goals for learning
and the criteria for quality that applied to their work. These kinds of activities called for patient training
and support from teachers, but fostered students’ abilities to focus on targets for learning and to
identify learning goals for which they lacked confidence and needed help (metacognitive skills described
in Chapter 3). In these ways, assessment situations became opportunities for learning, rather than
activities divorced from learning.

For teaching

In addition, teachers realized that their lesson planning had to include careful thought about the
selection of informative questions. They discovered that they had to consider very carefully the aspects
of student thinking that any given question might serve to explore. This discovery led them to work
further on developing criteria for the quality of their questions. Thus the teachers confronted the
importance of the cognitive foundations for designing assessment situations that can evoke important
aspects of student thinking and learning. (See Bonniol [1991] and Perrenoud [1998]) for further
discussion of the importance of high-quality teacher questions for illuminating student thinking.)

https://books.google.com.my/books?id=ZDgoDwAAQBAJ&pg=PA7&lpg=PA7&dq=language+assessment
+serves+multiple+purposes&source=bl&ots=b5aEOblvPl&sig=exGTU0BRyLett4xTpjPs5MSHSck&hl=en&s
a=X&ved=0ahUKEwiSxfvRu7jYAhXFsI8KHZ1zDBoQ6AEIRzAG#v=onepage&q=language%20assessment%2
0serves%20multiple%20purposes&f=false

https://www.nap.edu/read/10019/chapter/10#228

https://teacherrefresher.wikispaces.com/file/view/Assessment_of_for_as_Learning.pdf