This school leader did not experience the AfL policy as being implemented top-down, instead s/he was able to influence the process through a bottom-up approach. Schools 2 and 6, for example, had undergone a process of trial and error in terms of implementing the Better Assessment Practice programme. In School 6 teachers reported that they had worked very instrumentally to get the process going, and then after a while they were able to identify what kind of professional competences they had to develop. The problem, back in 2007 and 2008, was that they did not know where to find knowledge about assessment.