Assessment and examination in higher education takes place in a complex context where many perspectives affect; management, academic developers, students and not least teachers. That assessment strongly influences students' learning is well documen­ted (Gibbs 1999; Marton 2005). The study's starting point is that a better understanding of how teachers really relate to this very important part of the teaching profession, create better prerequisites for working continuously to enhance the quality of higher education. The purpose of this study is to describe university teachers' perceptions on assessment and examination as a basis for creating conditions for the development of grading as being a strong influencing factor in student learning. The method is a combination of question­naires and interviews, thus both qualitative and quantitative methods was used to collect data of both qualitative and quantitative nature, which was analyzed with both qualitative and quantitative methods. Results show the relation­ship between the conditions, criteria for what is regarded as assessment and examination of good quality, and the development of the same. The empirical results also identify diverse perceptions to a variety of aspects related to assessment and examina­tion, but also educational develop­ment in general. The importance of knowledge trans­fer is repeated where discussions and explanations between colleagues and students, in order to create meaning and development is required.