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Over the past decades the educational measurement community has widely adopted Assessment for Learning (AfL) and Cognitive Diagnostic Assessment (CDA). AfL and CDA have emerged in parallel to each other and are often treated as mutually exclusive entities. This paper attempts to integrate these two movements in order to support teachers in providing rich descriptive feedback to students. The structure of this paper is to provide a theoretical perspective from educational psychology as to why AfL and CDA may work in children’s learning, then describe an activity that promotes pre-service teachers to take the perspective of students in identifying misconceptions students may have when they are learning in the classroom. The paper then concludes by identifying themes in pre-services teachers thinking about completing an activity that makes them think about children’s thought process.