The study examines how multimodal texts in the Swedish subject in the upper secondary school is assessed. The first two issues investigates through a hermeneutical text interpretation how multimodal texts are described in policy documents and how they are reflected in the assessment base. The last issue examine how teachers today assess students work with audiovisual elements trough interviews with three Swedish teachers. The analysis of policy documents shows an inconsistency in how multimodal texts are described and assessed. The inconsistency is causing a limitation in how multimodal texts are used in teaching. The results of the interviews confirm this and highlights how the design of teaching is largely controlled by the assessment base and its interpretation. The study shows how the absence of clear wording in policy documents prevents recognition of multi-modal texts in school, at the same time as the National Agency for education emphasize its relevance. Furthermore it shows how audiovisual texts have the potential to deepen and expand on the content instead of merely act as support to spoken and written text. And finally how a multimodal approach contributes to creating an equal education for all students regardless of background.

Denna uppsats besvarar forskningsfrågan; hur ser universitetslärare på bedömning och examination inom högre utbildning. Syftet är att identifiera lärarattityder till bedömning och examination. Resultaten syftar till att skapa förutsätt­ningar för pedagogisk utveckling av lärare på Linnéuniversitetet samt inspirera nya sätt att betrakta bedömning och examination. Forskningsöversikten behandlar övergripande perspektiv på bedömning och dess inverkan inom högre utbildning. Vidare redogörs för bedömningens funk­tioner, bedömnings­kultur samt bedömning för lärande. Universitetslärares uppfatt­ning om bedömning och undervisning i allmän­het behandlas också. Metoden är en kombination av enkäter och intervjuer där således både kvalitativ och kvantitativ metod användes för att insamla data av både kvalitativ och kvantitativ karaktär, vilken analyse­rades med både kvalitativa och kvantitativa analys­metoder. Resultat och analys visar relationen mellan förutsättningar, kriterier för vad som betraktas som bedömning och examination av god kvalitet, samt utveckling av densamma. Det empiriska resultatet identifierar också diversifierade attityder till en mängd aspekter relaterade till bedömning och examination, men även pedagogisk utveckling generellt sett. Betydelsen av kunskapsöverföring är återkommande där diskussioner och förklaringar kollegor emellan och med studenter, i syfte att skapa mening och utveckling krävs. Studentengagemang på olika nivåer; från strategisk utveckling till konkret implementering, är också betydelsefullt. / This essay answers the research question; how do university teachers view assessment and examination in higher education. The aim is to identify teachers' attitudes to assessment and examination. The results aim to create conditions for the educational development of teachers at Linnaeus University and inspire new ways of looking at assessment and examination. The research review deals with overall perspectives on assessment and examina­tion and its impact on higher education. Furthermore, the functions and culture of assessment and assessment of learning are outlined. University teachers’ attitudes on assessment and teaching in general are also considered. The method is a combination of questionnaires and interviews, thus both qualitative and quantitative method was used to collect data of both qualitative and quantitative in nature, which was analyzed with both qualitative and quantitative methods. Results and analysis show the relationship between the conditions, criteria for what is regarded as assessment and examination of good quality, and the development of the same. The empirical results also identify diverse attitudes to a variety of aspects related to assessment and examination, but also educational development in general. The importance of knowledge transfer is repeated where discussions and explanations between colleagues and students, in order to create meaning and development is required. Student involvement at various levels; from strategic development to practical implementation, is also significant.