Deneen, C.C.Fulmer, G.W.Tan, K.2025-12-182025-12-182017American Educational Research Association 2017 Annual Meeting Program, 2017, pp.1-120163-9676https://hdl.handle.net/11541.2/28158Formal testing dominates Singapore’s secondary school curricula; the Ministry of Education seeks to redress this through promoting assessment for learning (AfL). Success however requires teachers’ belief that AfL practices are valuable and achievable. A survey of all teachers in 12 secondary schools (n=913) investigated attitudes to 35 assessment statements. Statements elicited three responses: value, frequency of practice, and proficiency. Exploratory and confirmatory factor analysis identified four crosscutting factors: Alignment, Sustaining Engagement, Involving Students, and Grading/Reporting. Further analysis yielded hierarchical response patterns; results indicate teachers valued AfL more than they perceived concomitant skills or opportunities for use; conversely, Grading/Reporting was frequently practiced but valued less. Results inform regional and global AfL priorities including research-informed practice, professional development and policy enactment.enCopyright 2017 The Authorsassessment for learning (AfL)Singaporean educationSingaporeassessmentsecondary schoolsresearch-informed practiceConference paper