The predictive validity of grades is a subject of substantial interest and has been investigated by numerous researchers. Several studies indicate that grades from the previous educational level is the most valid instrument for selection to further education (e.g., Cliffordson, 2008; Geiser & Santelices, 2007; Gustafsson, 2003; Gustafsson & Carlstedt, 2006). Grades and grade assignment have, above all, three explicit functions: to provide information about students’ knowledge and skills, to increase their motivation to learn, and to be used as a tool for selection to the next level in the school system. Generally, two grading systems can be identified; norm-referenced, where individual grades are set comparatively between pupils, and criterion-referenced grades, which are based on the evaluation of pupil performance in relation to defined criteria. Whilst norm-referenced grades are primarily designed for the purpose of selection, criterion-referenced grades are intended primarily for providing information about the knowledge and skills that students have acquired. However, criterion-referenced grades are also used for selection and norm-referenced grades certainly also has information value. Even if grades ought to constitute a comprehensive assessment of the extent to which students have acquired the knowledge and skills set out in the syllabi/curricula, a considerable amount of research indicates that this provides a simplified picture of what grades in fact actually reflect. The fact that grades is a relatively good measure of success at subsequent educational levels may in part be due to the fact that grades not only provide a measure of cognitive aspects such as acquired subject-specific knowledge and skills, but that they also represent non-cognitive aspects such as motivation, interest and effort (e.g., Alexander, 1935; Brookhart, 1993; Cizek et al., 1995; Klapp Lekholm & Cliffordson, 2009; McMillan, Myran & Workman, 2002; Pilcher, 1994), both aspects of which are important for the prediction of study results ( Gustafsson & Carlstedt, 2006). This is probably the case irrespective of grading system. A multidimensional model of grades, which was established by Klapp Lekholm and Cliffordson (2008), offer the opportunity to examine the relative importance of acquired knowledge and skills, on the one hand, and non-cognitive aspects, on the other hand, for further educational success. Hence, the purpose of the present study is to examine how the different aspects of grades affects their predictive validity for the next level in the educational system, and if there are differences due to gender and social background.

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