Students' oral language development is today seen as an important competence for teachers to develop and work with in Swedish teaching, and this is evident not least through the Swedish curriculum. Where language is seen as a main tool and something that students are expected to acquire and develop in order to cope with everyday and social life. Despite this, the oral is often overlooked and is in the shadow of the written both in teaching and in the research world. Teachers simply do not receive enough guidance in their work with, and assessment of students' oral ability and thus research shows that teachers question whether they possess sufficient competence to accomplish an equal and just assessment of students' oral ability. 

With a phenomenological theory and method approach, the present study inquire into upper secondary school teachers' experiences regarding the assessment work of students' oral ability in the subject Swedish. For the collection of data, qualitative semi-structured interviews were used, and the interview subjects were six high school teachers with qualifications in the subject Swedish. The result shows that all high school teachers in the study agree that the oral skills are important to teach, but that it is not an easy area to work with or and assess. Formative methods are used when teachers develop students' oral knowledge, such as peer assessment and self-assessment. What teachers see as challenging in their assessment of students' orality is, among other things, lack of time, the volatility of orality and speech anxiety.