Betyg i förändring : En kvantitativ analys av betygsfördelning i samhällskunskap före och efter Gy11

This thesis investigates how grade distributions in the Swedish upper secondary subject civics have changed in connection with the curriculum reform Gy11. Drawing on curriculum theory, the study interprets shifts in grading as possible consequences of altered educational governance and knowledge ideals. The method consists of a quantitative comparison of official grade statistics for two periods: 2005–2010 under Lpf 94 and 2015–2020 under Gy11. The analysis shows that the proportion of students receiving the highest grade decreased significantly after Gy11. A major explanation appears to be the structural changes in grading criteria, where grades A–C require full fulfillment of all knowledge requirements, unlike the more holistic assessments under Lpf 94. The results also suggest that Gy11 led to a more differentiated grading scale, especially in the intermediate range. While this may increase precision, it may also reinforce inequality, particularly for students without strong cultural capital. The findings help explain why a new reform, Gy25, is being introduced to address issues such as grade inflation and fairness. This study highlights the importance of understanding how grading systems shape educational outcomes and the societal meaning of knowledge.