The research base for assessment for learning (AfL) pedagogies is well established internationally and enshrined in Australia’s Professional Standards for Teachers; however, the affordances of an AfL approach have not been fully realised in classrooms. In the context of a new tertiary entrance system in Queensland, characterised by more standardised curriculum and fewer, higher stakes, more tightly controlled assessments, there is a need to reconsider the centrality of student experience to the success of AfL pedagogies. These engage students in processes including seeking and responding to feedback from a variety of sources. The associated interpersonal, language and cognitive demands are challenging for all students but may present significant barriers to students with language and/or attention difficulties. This Doctor of Philosophy study is part of a sequential phase mixed-methods waitlist design in three large state high schools as part of the Accessible Assessment ARC Linkage project. It will specifically investigate the experiences of students and how teachers respond to their insights about AfL pedagogies. The research will contribute to an understanding of how current assessment practices affect students and suggest how the agentic power of students might improve the ways teachers and students learn from one another.