| Summary: | The purpose of this study was to examine the awareness among upper secondary students, and knowledge requirements for two different subjects in a Swedish school. In the Swedish school system, Swedish students’ are tested against specified knowledge requirements, which are correlated to the grades. I wanted to study if there was any difference between how knowledge requirements are being used in the subjects of Swedish in correlation to Mathematics, and if the students experienced and perceived that their awareness about the knowledge requirements may have an impact on their grade. The study is a quantitative investigation, among upper secondary students in the second and third year, in an academic preparatory upper secondary school. Most of the students were about 18 – 19 years old, when the material was gathered. The result of the study shows that the teachers who are teaching Swedish are more prone to assess the knowledge requirements to their students compared to those that teach Mathematics. The study shows that this fact does not produce any discrepancy among the students. The students do not experience that knowledge and understanding of the knowledge requirements influence their grade in a positive way.
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