To build capacity and implement AfL in large scale, it would probably be wise to use the capacity these researchers represent and strengthen the dialogue between Norwegian researchers in the field of assessment and the DET. It is evident that there are challenges in how to transform the complex knowledge researchers possess into knowledge that teachers can use in developing their assessment literacy. Searches for articles were also conducted on the websites of Norwegian think tanks18 and publications specifically targeted at teachers and school leaders. In general, AfL was positively described in the majority of the articles.