| Summary: | The purpose of this thesis is to examine how teachers in the swedish language subject perceive and experience summative assesment of students’ essays. A second purpose is to investigate how teachers go about doing summative assessments of students’ texts. This qualitative study used semi-structured interviews, ranging from 18 to 48 minutes in length, with a total of six teachers of the swedish language subject in upper and secondary school.. The results indicates that the teachers’ found it difficult and complex to make summative assesments of students’ essays for a variety of reasons. For exampel teachers must take into consideration numerous factors when converting their assessment into a grade. The teachers also replied that summative assessment of students’ texts is a very time-consuming and not so inspiring part of their professional practice. The teachers answered that they largely assessed the students texts on their own, but if they felt uncertain they could request help from a colleague. Most teachers agreed that it would be beneficial if all assessments of writing were done collaboratively, but that there is no time to co-evaluate. Several teachers also meant that the national exams function as help in their own assessment, as it became something to relate to.
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