This report examines how PhD teaching assistants (TAs) perceive their authority and mandate to fail students in mandatory course modules such as labs or seminars. Drawing on interviews with five PhD TAs at energy-related departments within the Engineering Faculty (LTH) at Lund University, the findings show that these modules are generally seen as spaces for learning rather than for strict assessment. Passing is often linked to participation, while failure is rare and mostly connected to non-attendance or lack of effort. The TAs tend to view themselves as supportive rather than authoritative, which contributes to hesitation around failing students. At the same time, unclear guidelines, limited training, and course design constraints shape their decisions. Based on the results, we recommend clearer communication of assessment criteria and improved coordination between course responsible and TAs to align teaching, learning, and assessment more effectively.
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