This study is a comparison of two teachers' reflections on the assessment of writing proficiency in the subject Swedish, in 6th grade. The aim is to gain knowledge about the factors that affect the assessment process. The survey was conducted through observation focusing on how two teachers reason during the assessment process, closer determined while reading the texts, how they determine the grades and how they reflect on the feedback to the students.

The results show that the informants interpret the knowledge of the curriculum, Lgr11, in various ways, for example joint assessments are problematic in an already tight schedule. Feedback to students is perceived by teachers as a developing but time-consuming part of the assessment process. Thus jeopardizing the equal assessment of the student’s performance.