There seems to be little shared understanding regarding what constitutes adequate, good and excellent performance in different subject areas. Teachers do not benefit from national guidelines to translate the competency aims expressed in FEPs into concrete lesson plans, objectives and assessment activities. Teachers in their classroom assessments tend to use their own personal reference points, based on their experience and school-based expectations. Their reference points are generally a mixture of norm-referenced (in relation to other students), content-referenced (in relation to what I taught) and self-referenced (in relation to growth of the student) and are quite different across different teachers and schools.