Researchers in Norway disagree with some of the interpretations made by the DET on the AfL programme and some researchers also disagree about the implementation strategy used by the DET. These mixed signals are challenging for schools. The programme initiated by the Directorate for Education and Training has, to some extent, succeeded in setting up an infrastructure for knowledge development in the teaching profession. School leaders and teachers who have been involved in the project know some of the theoretical literature and research on assessment, and are able to find new literature and build on theories that can give new insights in their daily work with students.