This study examines assessment and how the teaching staff at one school reason around equivalent assessment. More specifically, it aims at studying what obstacles and possibilities the teachers identify to achieve this. Furthermore, the study wishes to gain insight about the current state of the equivalent assessment within the examined teaching staff. The study is based on five semi-structured interviews as well as previous research on the subject matter. To deepen the understanding and highlight case problems that surround assessment, the participating teachers also assess an authentic essay. This is done in an attempt to illustrate the assessment process. The study identifies several obstacles and finds that they depend on the construction of the Swedish grading system. However, the participating teachers all show a will to work together around this issue and they argue that all these obstacles are possible to overcome. What shows to be the main obstacle at question is lack of time, time for the teaching staff to sit down and discuss the matter of equivalent assessment and how to best achieve this.