This qualitative study used action research to provide an insight into how pupils experience and perceive assessment in music education. In collaboration with pupils we constructed an assessment for learning model aimed at involving pupils in the co-development of assessment criteria and in the processes of self and peer assessment. In addition we also aimed to develop, with the support of feedback, self-regulatory attitudes to learning in the pupils. An action research model involving two cycles was used for this study, with this paper showing how pupils' perception of assessment changed from seeing it as to do with punishment or reward to how it provided support for learning. This change was brought about by a focus on formative assessment strategies with a strong emphasis on quality descriptive assessment, formative feedback and the teacher's attitude to assessment.