The purpose of this study is to investigate how teachers who teach aesthetic and practical subjects use different assessment rubrics in teaching. The study is based on phenomenographic theory, which makes this a qualitative interview study. Selection and delimitation are five teachers who work at junior high school in aesthetic and practical subjects and who use the digital school platform to report assessment and grades. The results indicate that all teachers use the general rubric as a documentation tool, as guidelines when concretizing goals and as a visual image that acts as support in conversations with students and guardians. Challenges are directed at its design, which contributes to a false image of equal value between all knowledge requirements. The task-oriented rubric is ​​used to clarify goals for students and support them in their work. It can contribute to student motivation and also clarify tasks so that students can be challenged at a higher level.  Some emerging conclusions are that the general rubric becomes central and important for the teachers and therefore might contribute to too much focus on teaching around grade criteria. Teachers also need more knowledge about task-oriented rubrics and students need to become more involved in the process of producing them.