In contemporary educational settings, assessment has transformed from a static instrument for evaluating student outcomes into a dynamic process that actively shapes and enhances the learning. Assessment is now integrated within the teaching and learning process, aiming to foster continuous improvement and deeper understanding among students [Black & Wiliam (Journal of Personnel Evaluation in Education 21:5–31, 2009); Swaffield (Assessment in Education: Principles, Policy & Practice 18:433–449, 2011)]. Assessment for Learning (AfL), which directly connects assessment to student learning, represents such a significant shift in educational practice. To understand this concept better, this chapter begins by exploring the theoretical foundations of AfL and its emergence from formative assessment literature. The chapter then provides a detailed overview of key strategies for implementing AfL through the lens of self-regulated learning, illustrating how AfL empower learners to develop metacognitive awareness, goal-setting skills, and ownership of their learning trajectories.