Read MOE's definition of FA and AfL. Notice the level of ambition in MOE's view of AfL.

Formative Assessment (FA) is the process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning in order to improve the students’ achievement of intended instructional outcomes. It may involve informal methods such as observation and oral questioning, or the formative use of formal measures such as examinations, tests, traditional quizzes, portfolios, or performance assessments. FA involves observations which allow one to determine the extent to which a student knows or is able to do a given learning task, and which identify the part of the task that the student does not know or is unable to do so. FA creates a learning path to support and enhance learning, and in so doing, allows our students to learn deeply and to learn for life.

Assessment for Learning (AfL) is assessment that supports teaching and learning with the specific use of learner-centred approaches and strategies. In the literature, the terms “AfL” and “FA” have been used interchangeably (Hargreaves, 2005; Harlen, 2009; James & Pedder, 2006). AfL is central to classroom instruction as it is “part of everyday practice by students, teachers and peers that seeks, reflects upon and responds to information from dialogue, demonstration and observation in ways that enhance ongoing learning” (Klenowski, 2009, p.264). It is used to redirect learning in ways that help learners master learning goals, and is primarily used for ensuring that the intended learning outcomes are achieved by students. For instance, teachers may identify gaps in students’ learning, and provide quality feedback for students on how to improve their work.