In the mid 90's Sweden went from a having a norm-referenced grading system to a goal and criterion-referenced grading system. The new grading system imposed new requirements on the Swedish national tests where the view of knowledge in the curriculum and the view of mathematics in the syllabuses were to be made concrete. The first national tests in mathematics did not use distinct cut scores, they used a range of cut scores for each test grade and the teacher decided the cut score. This model contained some obvious problems of equity. Since the early 2000s, the national tests in mathematics uses a distinct sharp cut scores but also qualitative points. The qualitative points are connected to the knowledge requirement in the syllabus and make it possible to include demands of both width and depth in the cut scores. Preliminary analysis on a collected sample of test data show that test grade based on cut scores combined with qualitative points is more consistent with students' preliminary final grade than test grade based on cut scores including only a total score or only qualitative points. The system have moved from cut scores, that made room for the teachers professionalism and implies that the test grade only was a part of what should be assessed, to a system with more fair and strict cut scores.