In Finnish Lessons: What Can the World Learn from Educational Change in Finland?, Pasi Sahlberg explains how his nation’s schools became successful. A government official, researcher, and former mathematics and science teacher, Sahlberg attributes the improvement of Finnish schools to bold decisions made in the 1960s and 1970s. Finland’s story is important, he writes, because “it gives hope to those who are losing their faith in public education." 
In fact, as technology becomes more and more social, learning is more about learning together, about building a learning community. Thus, assessment necessarily needs to target the creation of a learning community and how much and how well a student contributes to it.
And, as a part of the building of a learning community, an arrangement has to be made to create an “authentic audience” for the projects beyond the instructor and classmates, to get feedback from the representatives of the external audience and make results available.
Keys of expanded learning (previously not possible without technology):
- Knowledge, insight to be demonstrated is specified but in the demonstration the learner has scope to surprise with results.
- Learners make use of the skills they already have in the process of learning
- The product fo the learning contributes tgo the learning of others.
- The instructor leads a scaffolding process: guides, gives feedback, steers, and refers regularly to assessment rubrics so “surprised” does not mean the learner feels lost in terms of expectations."
