The Swedish school system and the assessment work carried out within its activities must be characterized by equivalence. However, the results of recent years' assessment research show shortcomings. The purpose of this essay is to investigate how English teachers describe their procedure when assessing a student text. The essay's research questions are: 1. How do the teachers describe their procedure of assessing the written text according to the classification criteria? 2. What strategies for assessment do teachers state they use?

To answer the research questions, 6 English teachers assessed the same student text and described their assessment process in personal interviews.

The results are in line with previous research results, as the teachers' descriptions of their approaches show variations regarding both the bases on which the teachers base their assessment, which strategies and assessment support they use, and in the grading of the student text.