What do Sweden’s E, C and A grading criteria mean?

Skolverket's grading criteria can be hard to interpret. What does it actually take to get an E, C or A? Here we break them down so you can understand what your teacher is looking for.

How the grading system works

Sweden's upper-secondary grading system has six grades: F, E, D, C, B and A. F means you have not met the knowledge requirements. E is the lowest passing grade. A is the highest. Grades D and B are awarded when a student meets the requirements for E or C respectively and most of the requirements for C or A respectively.

E level: basic knowledge

At E level, you should be able to give an account of and describe key concepts. You show a basic understanding and can use simple reasoning. Key phrases in the criteria include “with some confidence”, “for the most part” and “simple”.

Example (Swedish 1): “The student can write an argumentative text with some linguistic variation and a structure that works for the most part.”

C level: developed knowledge

At C level, Skolverket requires you to analyse, compare and draw supported conclusions. You show a deeper understanding and can connect concepts. Key phrases include “with relatively good confidence”, “developed” and “relatively well”.

Example (History 1b): “The student can give a detailed account of processes of change and explain and discuss their causes and consequences.”

A level: advanced knowledge

At A level, you should be able to critically examine, evaluate and demonstrate independent thinking. You see connections, draw well-supported conclusions and can argue your position. Key phrases include “with confidence”, “nuanced” and “well”.

Example (Social Studies 1b): “The student can give a detailed and nuanced account and analysis of complex social issues and draw well-supported and nuanced conclusions.”

A concrete example: history

Question: “What caused the First World War?”

• E-level answer: “The First World War started because Archduke Franz Ferdinand was assassinated and the countries had alliances.”
• C-level answer: “The First World War had several interacting causes: nationalism, imperialism, militarism and alliances. The assassination of Franz Ferdinand was the trigger, but the underlying tensions had been building for decades.”
• A-level answer: “The causes of the First World War can be analysed on several levels. Structurally, imperialism and nationalism created an unstable balance of power. Militarism led to an arms race that increased mistrust. The alliances, the Triple Entente and the Triple Alliance, created a domino effect. Franz Ferdinand's assassination was the catalyst that set off these underlying tensions. However, one could argue that the war was inevitable given the geopolitical situation, and that the immediate cause was secondary.”

The key verbs in one place

It is useful to keep these verbs together. They are what a teacher looks for when deciding the level of an answer:

• E: give an account, describe, give examples, use with some confidence
• C: analyse, compare, explain connections, discuss, draw supported conclusions
• A: critically examine, evaluate, add nuance, draw well-supported and nuanced conclusions, question assumptions

The most common mistake

The most common mistake is thinking that longer answers automatically mean higher grades. The criteria say “detailed”, not “long”. An answer with detailed reasoning can be shorter than one that lists facts and still reach a higher level. Focus on depth of thought, not the length of your text.

How to practise for higher grades

1. Read the grading criteria for your course on Skolverket's website and identify the key verbs
2. Practise at the right level: if you are aiming for C, practise analysing and comparing, not just describing
3. Rewrite weak answers: take an E-level answer and try to turn it into a C-level answer, then an A-level answer
4. Ask for feedback: show your answers to your teacher and ask specifically what is missing for the next level
5. Use plue's AI assessment to see which level your answers are at