The present essay addresses the issue of equivalent grading and assessment of pupils’ written production. The main question was how teachers assess and grade pupils’ essays. Three essays written by pupils in year nine were assessed and graded by four different teachers; the grades awarded varied from Pass to Pass with distinction+. The teachers’ assessments as well as the pupils’ essays were analysed and discussed in relation to the syllabus for English and the assessment guidelines accompanying the national tests. It was shown that teachers generally base their assessment on the syllabus and/or on the assessment guidelines accompanying the national tests. However, the differences found in the assessment and grading of the texts could be explained by the fact that the teachers stressed different assessment factors, i.e. they considered some assessment factors and/or some goals to be more important than others. For instance, some of the teachers emphasised formal correctness while others stressed the importance of a comprehensible content.