The purpose of this paper is to illustrate and create a certain understanding of how teachers interpret the knowledge requirements, in swedish “kunskapskrav” and the ways in which they may differ. I will also make a careful interpretation of the reasons behind. The knowledge requirements I have studied refers to the course Business Economics at upper secondary school. I have chosen to write about this topic because it is a difficult topic - the assessment work is complex for many teachers and it is also often debated and discussed in media and at me workplace. How should teachers interpret the knowledge requirements? To illustrate this, the work will be based on the following questions: 1. How do teachers interpret the knowledge requirements for grades A and E for the implementation of project work in the course Business Economics? 2. In what ways do the interpretations differ and why? The literature I have chosen to study is partly literature from previous studies at the Malmö University in Val regarding assessment and grade, and literature referenced in essays, research dissertations and articles on assessment. In addition, I have studied various regulations and instructions from the Swedish National Agency for Education. As a theoretical point of departure, I have chosen the theories about how to validate assessments of Anders Jönsson. The collection of primary data has been through interviews. I have done four interviews with Business Economics teachers, and from these have tried to make an analysis of their interpretations of the knowledge requirement. The conclusion is that teachers do not use the knowledge requirements literally. They choose to focus more on certain value words than others in the knowledge requirements. First and foremost, focus is on the value words that clearly distinguish students from each other. The reason is probably partly because it is easy to motivate the grade then and partly that it makes the assessment work easier. How the educators put up the work from the beginning also has an impact on the assessment. As well as what experience the educators possess.