This paper is a contribution to the EERA networks ICT and Education. It focuses on pedagogy, and the improvement of teaching, learning and assessment. It analyses recent developments in test theory, namely the attention given to assessment as a support for learning. In particular it evaluates the work of Wiliam, Torrance, Black, Linn and Shepard. It draws attention, for instance, to discussion on the difference between formative and summative assessment, high stakes and low stakes testing and divergent and convergent assessment. The paper has three sections: 1. The first sector discusses the role of assessment in the recent reform of higher education in Sweden. 2. The second sector discuss the literature cited above and 3. The third sector discuss testing, assessment and examinations as social practices to promote rather than control learning. Overall the paper explore possibilities for introducing the new testing in Swedish higher education.