The project reported in this article focused on evaluating the use of a pre-existing observation schedule to document dimensions of primary teachers' AfL practice with the intent of using this information to enhance teacher assessment capability. Using the voices of the participant teachers, challenges teachers faced were identified when observing colleagues in relation to noticing and recognising what was significant and thus worthy of note. The article highlights the importance of teacher assessment literacy when using an observation schedule for professional learning purposes such as the enhancement of assessment capability. The need for a schedule to reflect "everyday practice" as it is known to teachers is also highlighted.