It is stated in the School Act that the Swedish school should work towards providing an education of equal quality. Teachers are confronted with ethical considerations when assessing and grading. The study aims to clarify the opinion of teachers in the later part of lower secondary school and teachers at upper secondary about the knowledge requirements and how their teaching works to achieving an equal assessment in the school. The survey material consists of qualitative semi-structured interviews. The interviews were conducted with the help of an interview guide, which contained questions to the interviewees. The design of the questions allowed the interviewees to respond descriptively about their own experiences. In total, seven legitimate and active social science teachers were interviewed at various schools in southeastern Sweden. The teachers had to answer questions concerning their interpretative preference and their perception of the knowledge requirements in the subject of social science. The result of the survey shows that there is room for interpretation in the knowledge requirements, which has a negative impact on equal assessment. The result has also been related to a theoretical framework to identify which methods teachers can use to strengthen equality in their assessment. Furthermore, the results have been discussed based on of equality assessment and grading in coherent relevance with previous research

The purpose of this study was to create a deeper understanding of how music teachers in Sweden interpret the phenomenon equal assessment. The purpose was also to investigate how music teachers practice equal assessment in the classroom. To achieve this a phenomenographic analysis of qualitative interviews with four music teachers. All of these participants were work at various upper-level lower secondary schools in southern Sweden. The results of the study show that the participants see challenges in carrying out an equivalent assessment in the music subject. Co-assessment is seen as a relevant approach to promoting equivalent assessment. The results show, however, that there are problems with co-assessment. One problem that is raised in the study’s result is the fact that music teachers are often alone in their subject competence and can therefore not discuss with colleagues. The participants also experience difficulties in assessing instruments outside their own instrument competence in an equivalent way. The results of the study show that formative assessment is used to give students the opportunity to achieve as high grades as possible during the work process at the individual level. Formative assessment is also described as part of the work with student health, which in turn promotes an equivalent education. In previous research, teachers' “gut feeling” is described as a problem in the equivalent assessment work, as it is considered to be substantiated by subjectivity. The results show, however, that gut feeling is seen as one of the music teacher's most important tools in teaching and that it should not be seen as subjective opinion but rather part of the music teaching profession.

Syftet med studien är att bidra med kunskap kring vilka förutsättningar förskollärare har för attutöva sambedömning i förskolan. Frågeställningarna som besvaras är: På vilka sätt beskriverförskollärare att de använder sambedömning i förskolan samt vilka påverkansfaktorer beskriverförskollärare att det finns för sambedömning i förskolan? Studien har genomförts med kvalitativmetod där fem semistrukturerade parintervjuer med legitimerade förskollärare har genomförts.För att få syn på de påverkansfaktorer som utgör grunden för förskollärares möjligheter försambedömningsarbete har Bronfenbrenners ekologiska utvecklingsteori tillämpats somteoretisk utgångspunkt. Utifrån frågeställningarna riktas studiens fokus mot teorins mikro- ochexonivå som innefattar mellanmänskliga relationer samt de miljöer och sammanhang sompåverkar både direkt och indirekt. Resultatet visar att begreppet sambedömning många gångerlikställs med bedömning och att förskollärare därmed väljer att distansera sig då det finns envärdeladdning i ordet. Genom sambedömningens tre inledande bokstäver kom begreppet somsådant att förstås som något ständigt pågående i förskolans verksamhet. Vidare visar resultatetatt det som framför allt påverkar förskollärarnas förutsättningar för sambedömning är tid ochtydligt verksamhetsnära ledarskap.

Previous research shows that collegial conversations and co-assessment can contribute to increased equivalence in assessment and grading. The purpose of the present study is to investigate how music teachers who are active in upper secondary schools express themselves about their experiences of equal assessment and grading and how they believe that the collegial knowledge among subject teachers in music affects them in their work with equal assessment and grading. To investigate this, a qualitative study has been done with e-mail interviews as a data collection method. Four music teachers aged 27–33 years participated in the study. The results show that all music teachers in one way or another take part in collegiate conversations or joint assessment. There are differences between the teachers about how they can share the thoughts and experiences of other music colleagues. For some of the teachers, there are opportunities for collegial conversations and joint assessment at the school, as well as opportunities for subject meetings in the municipality. For one of the participants in the study, there are no organized meetings for music teachers to meet and talk.