Concerns about low student performance, as revealed by international surveys, led to the adoption in 2009 of an EU-wide benchmark in basic skills which states that by 2020 the share of 15-year-olds with insufficient abilities in reading, mathematics and science should be less than 15 %. In order to achieve the target by 2020, we must identify obstacles and problem areas on the one hand and effective approaches on the other (EACEA/Eurydice, Eurostat, 2009. Key Data on Education in Europe 2009. Brussels: Eurydice). Student assessment is an essential tool for monitoring and improving the teaching and learning process. Effective use of assessment for learning has been shown to be beneficial for all students, including those with lower achievement. Student assessment is a complex highly skilled task for which teachers need preparation during their initial education as well as part of their continuing professional development (CPD). That is why during the project activities will be developed materials for direct use in class and for professional development. Also, the Project will work with stakeholders such as educational policymakers, school leaders and parents to create a supportive environment for Assessment for learning. The project Assessment for Learning: Setting and Using Success Criteria in Math and Science Lessons in Primary Education aims to effect a change across Europe in the teaching and learning of math and science by supporting teachers to develop Assessment for Learning (ASL) pedagogies. Learning goals and success criteria are the foundation upon which descriptive feedback, self‐assessment, and goal setting are built. When teachers take time to identify, share, and clarify the learning goals and success criteria with their students, students begin to acquire the knowledge and skills they need to direct their own learning. Through teachers’ new experiences with ASL pedagogies, the project reaches their students, who in return will gain first-hand experience on how to assess their skills for scientific and mathematical inquiry and problem solving. Assessment for learning improves student learning and, in addition, helps students become independent, self‐monitoring learners.