This close interrelationship makes assessment an important tool to signal and clarify the key goals that students are expected to achieve. However, if assessment only covers a small fraction of the valued curriculum goals, then the impact of assessment on teaching and learning can be restrictive (Harlen, 2007). Danish research indicates that the national goals seem to be implemented only to a limited degree at the school level (Normann Andersen and Strpmbaek Pedersen, 2012, Skolens Rejsehold, 2010). Research based on case studies published in 2008 found that a trend could be observed towards a more uniform, low-trust model between the school authorities (central and local) and schools, related to detailed standards for student achievement and a strict testing system.