The idea of the essay is to give a glimpse of the how the tranfunction of the ninth grade students’ grades in transition from high school to the gymnasium. The model used in the analysis is hermeneutic and this has permeated the paper strong. The issues I wanted the paper would answer was: What problems may exist in the assessment of pupils at the end of grade nine in Swedish and mathematics? How does this affect the transition between high school and the gymnasium? What individual differences can arise?

The problems surrounding the assessment of students in the ninth grade are not only the objectives of the different rates that affect the assessment. Students' relationship with teachers is an important factor that plays into how they are assessed. The high school teachers admit that students can get approved in Swedish A and Mathematics A, although they have not achieved all the objectives of the substances. Students cannot see any connection between this and the difficulties they have to cope with the courses in Swedish A and Mathematics A. Gymnasium teachers, however believe that this may be a factor that students do not reach the intended targets.

The analysis also shows that it is difficult for teachers to know what skills students bring to school. The two high school teachers think that the knowledge they assessed and rated is not necessarily the consolidation of the pupil. It is very possible that the knowledge which they exhibit is constant. The survey also shows how students can be affected both positively and negatively by the problems associated with a nicer grad than they diserve. The two student examples highlighted in this paper shows, for example, that students may have trouble keeping up with the teaching and understand what teachers go through this saw Simon as very tough. It can also give students the benefits when they get the chance to attend the gymnasium and continue their studies immediately after high school.