Higher education institutions in Norway have implemented reform as part of the Bologna Agreement. The reform also aims to follow up students more closely and to change the way in which they learn by increasing the amount of formative assessment, including grading. This paper presents a case study of a first-year methodology course in geography, in which students' performance in exercise work and tests based on multiple-choice questions was graded. Multiple-choice tests were used to increase the level of reflection during exercise work and to encourage students to read continuously throughout the semester. (Contains 4 tables.)