„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

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