“…Previous research has problematised teachers' difficulties in verbalising and articulating their grounds for assessment (cf. Ahlstrand, 2014Ahlstrand, , 2015Ahlstrand, , 2018Ahlstrand, , 2020Andersson, 2016aAndersson, , 2016bZandén, 2010;Zandén & Ferm Thorgersen, 2015;Zandén, 2016). If teachers are supposed to plan teaching situations that can develop subject-specific capabilities, as the curriculum emphasises, there is a need for more research helping teachers to articulate what such capabilities consist of.…”