Teacher can utilize both assessment for learning and assessment of learning to:

Concept: Assessment for Learning (AFL) is a formative process carried out during instruction — it monitors an ongoing learner's progress and diagnoses gaps so the teacher can adjust teaching in real time. Assessment of Learning (AOL) is a summative process carried out at a point in time — it judges how much has been achieved against a standard, typically to certify or report that achievement. The two are complementary: one shapes the teaching-learning process, the other records its outcome.

Application: When a teacher draws on both types together, the combined benefit must include an output from each — an ongoing-progress output (from assessment for learning) together with an achievement-level output (from assessment of learning). Only a description that pairs both of these together represents what using both types together actually yields; a description built from only one type's output does not.

• Knowing a child's learning needs and choosing a teaching strategy accordingly is a single formative, diagnostic use — it needs only ongoing progress information, so it does not depend on a final achievement measure at all.

• Assessing performance at fixed intervals and certifying it is a single summative use — it needs only an end-point achievement judgement, so it does not depend on any ongoing progress-monitoring.

• Monitoring progress and setting goals to close learning gaps is again a single formative use — it stays inside the ongoing-progress function and says nothing about a final achievement level.

• Knowing progress together with the achievement level pairs the ongoing-progress output with the end-point achievement output in one statement — exactly the joint result that follows only from combining both assessment types.

Cross-check: Teacher-education material on formative versus summative assessment (e.g. NCERT/CTET pedagogy references) defines assessment for learning as informing and improving ongoing instruction and assessment of learning as certifying the level reached at the end — matching this reasoning and confirming that only the description combining "progress" with "achievement level" requires both.