It is fair to say that it is a growing market in Norway where different actors offer AfL packages, and from a research point of view, not all of these packages are seen as high quality tools. The policy programme could be seen as a sign of distrust of the teaching profession, as well as of Teacher Education, since it both suggested which material should be read, and offered examples of how to practice AfL in classrooms. This, according to the researchers, suggested that teachers were not able to develop assessment practices for themselves, and therefore needed recipes to know how to do it.