These cards would guide the students and help them to ask relevant questions, support their different roles in group-work, and facilitate the process so that it would be easier to assess each other. One of the students would act as a group leader, telling the others what to do, based upon these cards, and students would then participate in the activity guided by the cards and the group leader. This was very much appreciated by the students. School 9 already had a transparent assessment culture, where the school leader, teachers, and students shared knowledge of assessment practices. This can be seen as an indication of the importance of capacity building. In some schools, teachers and school leaders had the capacity to improve their practice, while other schools do not seem to have the knowledge or capacity to transform good practices supplied by the DET to the local level.