„Tests serve as powerful incentives for students to put greater effort into learning, particularly if the tests have direct consequences for students.“
OECD (Hrsg.), PISA 2022 Results, Vol.II. Learning During – and From – Disruption (2023), S. 233.

„Boys benefit from more regular testing as this allows them to better self-regulate and focus on schoolwork. Yet, this might also be due to girls’ increased anxiety about frequent testing and induced competition.“
OECD (Hrsg.), Teaching in Focus 39 (April 2021), S. 4.

„China‘s education system tends to place a high value on the student outcomes from summative assessments. Standardised exams and tests are the most prevalent assessment practices that determine students‘ progression from one education level to the next, such as the national, standardised university entrance exam, Gaokao.“
OECD (Hrsg.), Benchmarking the Performance of China's Education System (2020), S. 82.

„Across OECD countries, after accounting for per capita GDP, the higher the percentage of students in schools that use student assessments to inform parents about their child’s progress, the weaker the relationship between students’ socio-economic status and their reading performance. After accounting for per capita GDP, these correlations are statistically significant in reading, mathematics and science both across OECD countries, and across all countries and economies.“
OECD (Hrsg.), PISA 2018 Results. Effective Policies, Successful Schools (2020), S. 180.

Ifo-Bildungsbarometer: „Jung und Alt sind mehrheitlich gegen die Abschaffung der Noten (Jugendliche: 62 Prozent, Erwachsene: 74 Prozent) und für das Sitzenbleiben (Jugendliche: 76 Prozent, Erwachsene: 83 Prozent).“

„Das Gymnasium in Bayern“ vom Oktober 2018, S. 5

„Grade inflation causes grades to fail their positive functions of providing feedback on student performance, motivating students, guiding them in future decisions and providing a basis for recruitment and enrollment decisions.“
Faieza Chowdhury, „Grade Inflation: Causes, Consequences and Cure“. In: „Journal of Education and Learning“, Vol. 7, No. 6, 2018, S. 89

„Wichtig wäre, das Fachpersonal an allgemeinbildenden Schulen bei der Hinführung zu Leistung (nicht gleichzusetzen mit Überforderung) zu stärken, denn nicht selten entstehen Absenkung des Leistungsniveaus und beschönigende Notengebung auf massiven Druck seitens Eltern und auch Politik, die in Folge Probleme junger Menschen in Ausbildung und Studium beklagen.“

Dr. Christine Henry-Huthmacher u. a., „Ausbildungsreife & Studierfähigkeit“ (2016), S. 8

„In Sweden, a country in which education vouchers have been readily available since the early 1990s, it appears that an important means for private schools to attract voucher students involves grade inflation. That is, a school appears more attractive if students perceive that it is easier to make better grades on teacher-grades tests.“

Mercedes Schneider, „School Choice. The End of Public Education?“ (2016), S. 35

„Classroom assessments take place frequently in Shanghai’s education system. Students participate in weekly quizzes, oral tests and presentations, and homework assignments throughout the academic year. In addition to assessments planned by teachers for each individual class of students, students in the same grade regularly participate in common weekly or monthly, midterm, or finalterm paper-based assessments.“

Weltbank (Hrsg.), „How Shanghai Does It“ (2016), S. 86

„Boys are most responsive to being ranked with respect to grades, whereas girls react most strongly to the incentive of receiving a prize for high rank. […] This could be because girls attach relatively more importance to reflected appraisals, whereas boys attach relatively more importance to social comparisons. Both rank-based incentives and receiving a symbolic reward offer sources of reflected appraisals, while rank-based incentives offer a more direct form of competition and social comparison.“

Nina Jalava u. a., „Grades and rank: Impacts of non-financial incentives on test performance“. In: „Journal of Economic Behavior & Organization“ 115 (2015), S. 189–191

„Finnish schools accept that there may be some limitations on comparability when teachers do all the grading. At the same time, Finns believe that the problems often associated with external standardized testing – narrowing of the curriculum, teaching to the test, unethical practices related to manipulating test results, and unhealthy competition among schools – can be more problematic.”

Univ.-Prof. Dr. Pasi Sahlberg, „Developing Effective Teachers and School Leaders. The Case of Finland“. In: Darling-Hammond u. a., „Teaching in the Flat World“ (2015), S. 41

Deutschland: „Mehr als drei Viertel (77 %) der Befragten sind gegen die Abschaffung von Schulnoten, die Hälfte ist sogar ‚sehr‘ dagegen. Gleichzeitig spricht sich eine überwiegende Mehrheit von 79 % dafür aus, dass SchülerInnen mit schlechten Leistungen die Klasse wiederholen müssen.“

Univ.-Prof. Dr. Ludwig Wößmann u. a., „Was die Deutschen über die Bildungspolitik denken“ (2014), S. 11

„Marks awarded to students play an important role in all education systems. They may inform students and parents in a concise form about performance and return to efforts in learning processes.“

OECD (Hrsg.), „Synergies for Better Learning“ (2013), S. 205

„Countries with specific criteria associated with each mark (e.g. ‚fail‘, ‚satisfactory‘, ‚good‘, ‚very good‘, ‚excellent‘) tend to differentiate students better than countries where a continuum of marks is possible.“

OECD (Hrsg.), „Grade Expectation“ (2012), S. 10

„The practice of placing a strong emphasis on teacher-based assessment has a range of advantages. Teachers have multiple opportunities to observe students over time and performing a variety of tasks, including team work, oral performance and extended projects, and in this sense their observations have higher validity than a one-off examination would have.“

OECD (Hrsg.), „Reviews of Evaluation and Assessment in Education – Norway“ (2011), S. 47f

Finnland: „Feedback and evaluation is mainly the responsibility of the teacher, while in Denmark it is more common that pupils evaluate themselves; a challenge which the weaker pupils may not be able to meet.“

Dr. Frans Ørsted Andersen, „Danish and Finnish PISA results in a comparative, qualitative perspective: How can the stable and distinct differences between the Danish and Finnish PISA results be explained?“ in „ Educational Assessment, Evaluation and Accountability” (2010) 22, S. 171