This essay is a study of the government bills for a new grading scale in the Swedish schools. There have been many complaints about the current grading scale and the main problem seems to be that teachers are interpreting the criteria for certificates differently. There are two major challenges for Swedish teachers, one is how to interpret the criteria for certificates, the other one is the equality problem , students can not be sure of that two different teachers would give the same grades. The main point of the essay is to try to find out whether the new grading scale will solve this problem. To my help I have made an analysis of the bills of the Swedish government for the new grading scale. I have used two theories in my essay to help me in my analysis; these theories are radical behaviourism and cognitive theory. The conclusions of my analysis are that the new grading scale and the new criteria for certificates will not make the problems with interpretation to disappear. I have also found out that the government in its writings tends to use more of the ideas of the radical behaviourism than before. This leads to a mixture of both behavioural and cognitive thoughts about knowledge in the government bills for a reformed school. This might partly explain the difficulties with constructing more useable criteria for certificates.