Various efforts have been made in higher education in Sweden to meet the demand for more transparent governance and increased efficiency and quality. The purpose of this article is to investigate how university teachers handle standardized models for assessment and examination and orientate in this field of tension between professional responsibility and professional accountability. This study examines school-based courses in teacher education programs at a university and is based on observations from 20 seminars, 10 interviews with university teachers, and 11 focus group interviews with 55 students. The results show that university teachers interpret governing documents in different ways leading to a lack of equivalence. Within one course, four assessment practices are identified: governance as confirmation, governance with need for reinforcement, governance as distrust, and governance as others’ responsibility. This study reveals the variation in university teachers’ professional assessment practices that challenge and interplay with the context of a curriculum in different ways. Aspects of the university teachers’ professional obligation are under tension in the context of a more pronounced accountability. University teachers’ professional assessment practices emerges as fragmented in terms of what professional responsibility includes and what professional discretion involves.

瑞典在高等教育方面做出了各种努力，以满足对更透明的治理以及提高效率和质量的需求。本文的目的是调查大学教师如何处理评估和考试的标准化模型，以及如何在专业责任和专业责任制之间的紧张关系中定位。这项研究考察了大学的教师教育计划中的校本课程，并基于对20个研讨会的观察，对大学老师的10次访谈以及对55名学生的11个焦点小组访谈的观察。结果表明，大学教师以不同的方式解释管理文件，从而导致缺乏对等性。在一个过程中，确定了四种评估方法：作为确认的治理，需要加强的治理，治理是不信任，治理是其他人的责任。这项研究揭示了大学教师专业评估实践中的变化，这些变化以不同的方式挑战和与课程环境相互影响。在更加明确的问责制的背景下，大学教师的专业义务的各个方面都处于紧张状态。大学教师的专业评估实践在专业责任包括什么以及专业酌处权涉及的方面零散出现。在更加明确的问责制的背景下，大学教师的专业义务的各个方面都处于紧张状态。大学教师的专业评估实践在专业责任包括什么以及专业酌处权涉及的方面零散出现。在更加明确的问责制的背景下，大学教师的专业义务的各个方面都处于紧张状态。大学教师的专业评估实践在专业责任包括什么以及专业酌处权涉及的方面零散出现。