Abstract: The basis is the research project involving (approximately) 1500 students and 150 teachers from 17 upper secondary schools in Denmark, within the period from 2012 to 2013. The objective is to develop knowledge about new ways of thinking and implementing the production and evaluation of student assignments. The research question concerns teachers’ approaches to the possibility of rethinking new formats of assignments and assessments, combined with their reflection and observation on possible increased academic/professional student outcomes. The purpose is to present and discuss findings from a survey study carried out from 2012 to 2013. The study demonstrates that teachers change in the way they use assignment and assessment forms and formats when ICTs are involved. Additionally, the data from this study reveal that variation of assignment and assessment forms and formats, to some degree, have an impact on the students’ academic/professional development.