Research on vocational teachers’ assessment of proficiency in secondary school is less extensive in Sweden. In assessment research in schools focus is on the student's abilities, knowledge and skills, and how assessment criteria are perceived and used by teachers and students but also on the different forms of assessment. To be able to distinguish between the different qualities of knowledge and assess them reliably, the teacher needs to have knowledge about the target and content and how the different qualities in performance/learning processes can be identified.
Furthermore, it is required that the teacher makes use of suitable forms of appraisal in order to assess the intended. Thus, assessment research requires its performers to have good knowledge of both knowledge-based theories and learning theories as the assessment process cannot be taken out of context. Questions of assessment are also about the rule of law and equity which is associated with minors as well with the civil mission that the teacher has.
I am engaged in courses in the vocational teachers´ education programme, the subject teachers´ education programme, master's degree courses, KPU and adult education. I am also involved in various commissioned education courses as well as in the application for a vice-chancellors’ education programme.