Assessment has become a more comprehensive feature of teachers' assignments. Although assessment has taken up more space in the schedule, the rest of the teacher tasks have not decreased. This can be problematic. One topic that has attracted a lot of attention over the past decade is reading comprehension. In 2016, the Swedish National Agency for Education introduced knowledge requirements for year one and a required assessment material that teachers have to use.

The purpose of this study is to find out what experiences’ teachers have of assessing students in reading comprehension and what challenges they have faced. In this study, I have interviewed eight teachers. The interviews have been qualitative and semi-structured. The results show that the formative assessment is the most central part of the teachers' assessment process. Assessment situations mentioned are discussions and conversations about texts. The results also show that there are a number of challenges in assessing reading comprehension. What was mentioned the most was the lack of time to listen to each student alone, as well as the challenge of seeing and hearing each individual student. Teachers also responded to what could ease their work in relation to assess reading comprehension. It emerged that additional education for teachers and co-assessment was valuable.

Keywords: Reading comprehension, assessment, primary school, teacher experience