Estonia has expertise in school-wide use of digital management platforms (e.g eSchool, Stuudium) to support formative assessment. New curriculum in 2011, formative assessment was an important part of it with guidelines on how to implement it at school level. Estonia has a higher-level use of central student assessments for formative purposes than for summative purposes. Two digital platforms exist that most Estonian schools use, one gives the option for digital assessment. FA without grade is nowadays a widely used practice especially for subjects such as arts, music and physical education. The Information Technology Foundation for Education (HITSA) a partner of Assess@Learning, guide innovation and trainings to ensure that possibilities offered by ICT are skilfully used in teaching and learning.

Assessment for learning is part of the Finnish tradition, set in legislation since 1998. Relatively decentralised, the governance of assessment lies with the schools. Teachers are expected to develop the students' capacity for self-assessment and have introduced learner-centred and process-oriented assessment practices in many schools. There are numerous technology-based self-assessment applications in use in Finnish schools, leaving providers and schools a lot of autonomy to decide which kind of tools and materials are used. There is also a state-funded tutoring framework, enabling schools to have tutors for teachers on the use of digital assessment. The government would like to identify the most suitable digital tools for all schools and to establish national criteria for formative assessment.

Greece brings the centralized-system perspective as its education system is under the central responsibility of the Ministry. Formative assessment is advisable in national context. However, students' assessment in secondary education is mostly traditional. Recent plans foresee the introduction of descriptive assessment throughout compulsory education. The new educational policy agenda prioritises digital education and the enhanced possibilities of digital educational material and evaluation tools. Although there is no nation-wide strategy for DFA, most Greek teachers view their students' assessment as a continuous reflective process and use it as feedback to adapt their teaching. Some of them apply DFA practices in schools on their own initiative (e.g. portfolios, authentic evaluation). The national platforms ‘Greek School Network’, ‘MySchool’ and ‘Digital School’ provide the enabling infrastructure and tools (e-learning, collaboration and support services, L/CMS, e-portfolios, Open Educational Resource repositories, etc). The country’s strategic priorities for education also include the teachers' professional development with emphasis on digital skills. Certain interest exists towards incorporating the subject of DFA in the curriculum of the national action for the In-Service Teachers’ Training in the Utilization of Digital Technologies in the Teaching Practice (B-level training) which contains a wide variety of teaching strategies and digital tools.

Portugal has been recently undergoing a process of curriculum redesign including a shift towards formative assessment. This is reflected in legislation published recently and in the new curriculum reference documents.  Nevertheless, Portugal has witnessed an increase of several assessment practices in some schools, notably including ICT resources. However, it is a current challenge to diagnose, improve, evaluate and scale up these practices.

In 2019/2020, Portugal has been implementing the Maia Project in the scope of formative assessment. This is a research project conducted at national level which aims to improve the assessment of students’ learning in the classroom with a view to help them to better succeed in their learning. This project targets mainstream education courses and vocational courses from primary to upper secondary education. It involves classroom assessment workshops where students have the opportunity to experiment with several formative assessment tools and techniques. Representatives of the teacher training centres at school level build teacher capacity so that each teacher can directly apply these tools and techniques with their own students. A core team consisting of delegates from the DGE/Ministry of Education, a higher education institution and school clusters/schools across mainland Portugal monitor this project.

Spain defines by law that the assessment of students will be continuous, formative and integrating. The Spanish Ministry of Education and Vocational Education and Training (VET) finds it important for teachers to not only include technology in their daily educational practice but also in the evaluation of the students’ outcomes. Spain has also expertise in monitoring/supporting teacher practices such as the use of freeware online quizzes, digital portfolios and online rubrics. The Spanish Ministry of Education and VET, through the National Institute of Educational Technology and of Teacher Training (INTEF) is responsible, at national level, for the teacher training plans and for the projects focused on promoting and integrating technologies in schools. On their website, INTEF also offers online trainings for teachers and example practices of DFA.