School performance assessment and learning culture are mutually dependent on each other. What is tested and assessed determines to a large extent what is learned. However, the way in which testing and assessment is carried out also determines the learning culture. All attempts to establish a new culture of learning in schools will therefore reach its limits unless the system of testing and assessing student performance is reformed. The contradictions between new forms of teaching and learning on the one hand and traditional performance assessment on the other are increasingly seen as problematic by teachers and researchers, and the search for new procedures has begun. This book explains in detail what new forms of performance assessment are available and how they can be used to build a new culture of learning that promotes independence.