Regardless of which subject a teacher teaches or what age the pupils are, the teacher must assess their knowledge. We know from previous studies that the way teachers work with assessments affects the pupils' learning, study performance, motivation, self-confidence, self-esteem and choice of studies. However there is a need for more knowledge of what teachers should assess, how pupils are assessed, on what grounds teachers formulate judgements and how teachers and pupils communicate about assessments.
At LiU, research into assessment and grading is conducted in a number of environments, primarily based on knowledge interests in pedagogical, psychological and subject-didactic areas. The studies are related to preschool, primary/lower secondary school, upper secondary school and adult education. Relevant objects of study are the areas of the school's assessment practices, pupils and teachers' experiences of assessments and validation of competence.