Hardly any topic is debated as passionately in education as grades. For some, they are an indispensable tool for assessing and comparing performance; for others, they are a relic from a time when education primarily served selection. What lies behind the criticism of traditional grading—and what alternatives exist? Read more in our blog post.

Why do grades exist in the first place?

The introduction of grades in the 19th century had a clear goal: to democratize education. Study and training places were meant to be allocated based on performance, not social background. Grades were considered objective, comparable, and transparent—and were intended to ensure fair selection.

To this day, supporters argue the same: grades make performance visible, enable comparisons, and provide a basis for decisions about transitions and applications. Legally, grading is regulated and typically includes oral, written, and practical performance.

Many education researchers and practitioners, however, advocate for alternative forms of assessment that are more individual than comparative and that take learning development more strongly into account. Because the closer you look, the clearer it becomes that common assumptions about grades do not match reality.

What do grades really measure?

A grade is more than a number—or is it actually less? A “B” (or “2” in the German system) in German says little about whether a child writes well, reads well, or has strong grammar skills. A final grade combines many partial achievements into one overall judgment. This smooths out individual strengths and weaknesses and reduces the explanatory power of grades.

In addition, studies show that grades are influenced by many factors only loosely related to actual performance. Research from the Universities of Zurich and Bern, for example, indicates that gender, social background, and body weight can measurably affect grading—independently of real achievement. A slim girl from an academic household may be more likely to receive a good grade than, for example, a boy with a higher BMI and a migration background. Grades are therefore not nearly as valid, objective, or reliable as they may appear—criteria that should be fundamental to fair assessment.

The comparability problem

Grades are supposed to create comparability—yet this is often exactly what doesn’t work. Why? Because grading usually relates to the particular learning group. Grades often reflect not an objective level of competence, but a ranking within the class.

That means: based on the assumption of a normal distribution, an average performance in a high-achieving class might result in a “4,” while the same performance in a lower-achieving class might be graded as a “2.” Grades are also hard to compare across teachers, schools, or federal states, as curricula, assessment standards, and pedagogical cultures vary.

It becomes even more problematic when grades are processed mathematically. Converting points into grades can distort meaning because grades are not true numerical values—they are ordinal categories. The commonly used grade average can therefore create a “false precision” and should at most be used as a rough orientation.

Alternative assessment approaches: what can be done differently?

Many schools and countries are experimenting with different types of feedback—from narrative report cards to portfolio work. In Hamburg, schools may refrain from using grades up to grade 8. In Schleswig-Holstein, Bavaria, and other German states, some (primary) schools use learning development conferences and so-called competency grid reports, which assess a child’s individual skills and competencies in detail.

These methods have a major advantage: they show more precisely where strengths and weaknesses lie—and make targeted support easier.

Formative assessment: focusing on learning

One particularly promising approach is formative assessment. Unlike summative assessment, which takes place at the end of a learning unit and leads to a grade, formative assessment happens continuously during the learning process. The goal is to provide targeted feedback so that students can better understand their progress and actively work on improvement. Self-assessment also plays an important role. Learning is adjusted and guided throughout the process.

In practice, formative assessment helps teachers understand where the whole class stands, who needs additional support, whether a different method might help, or who may be underchallenged and bored.

Possible methods include:

• ungraded quizzes

• adaptive tests

• feedback cycles in which students revise tasks after feedback and resubmit

• student self-assessment

• Socratic seminars where the teacher moderates a deep group discussion

Mistakes in formative assessments should not only be tolerated; when intentionally elicited and reflected upon, they can even accelerate learning. For that reason, formative assessment should not be mixed with summative grading—it should primarily serve as information about learning status, not as a trigger for negative evaluation.

Iterative methods and long-term development

A key element of formative assessment is iterative assessment, which makes learning development visible over a longer period. Repeated observations do not just capture a one-off performance level, but a learning trajectory that shows how competencies develop over time.

Such methods enable teachers to identify early where support is needed—and where progress is already being made.

Models from real school practice

Various schools already implement alternative assessment successfully. Waldorf schools and some model schools do without grades entirely until grade 9. Instead, they use presentations, portfolios, and regular development meetings.

Mainstream schools are also piloting alternative concepts:

• Competency grid reports: Instead of a single number, these show which specific skills have been achieved in a subject.

• Learning development conferences: Parents and children are actively involved, and feedback becomes the basis for future learning goals.

All of these approaches have a major advantage: they make what a child can do more visible. The more facets included in assessment, the fairer it becomes. Joint conversations also help build understanding and trust among everyone involved.

That alternative systems can work is shown by the Waldparkschule Heidelberg, for example: there are no grades up to grade 8. Students meet weekly with their teacher for a personal coaching conversation, regular learning letters replace traditional report cards, and learning journals help children understand where they currently stand and what goal to pursue next.

Barriers to alternative assessment

As promising as alternative assessment methods are, they also come with challenges. The biggest issue: they require significantly more time. In addition, most education experts agree that standardized final exams will continue to exist at the end of the educational pathway.

So far, there is no practical solution for grade-free certificates leading to qualifications such as the Mittlere Reife or the Abitur. Without grades, graduates currently face disadvantages—whether in university admission processes (e.g., numerus clausus) or in vocational applications.

Digital tools as support

Grading and assessment—whether conventional or alternative—require time and effort from teachers. Digital tools such as the learning and grade management solutions of Seven Education can help organize teaching efficiently and track and support student performance individually:

• Digital gradebook: Keep all assessments in one place. Use quantitative and qualitative assessments, custom symbols, and personalized assessment types. Automatic calculations can be adapted to your needs using formulas and conditions.

• Rubrics: Enable formative assessment that is easy to print and export. Rubrics can be tailored to your requirements and directly linked to competencies and assessment criteria.

• Learning quizzes: Make formative assessment easy. Create tests and classroom activities, add comments and observations, analyze student learning behavior, and link everything directly to the digital gradebook.

• Development reports: Make differentiated assessment and feedback easier. Create individualized reports on assessments, incidents, or skills, set development goals, and visualize progress in real time for targeted support—automatically linked with the digital gradebook.

Conclusion: responsibility, recognition, and participation

The debate around grades shows clearly: it is not just about a number that represents performance—it is about how we assess and support learning. Traditional grades often create a false sense of certainty and do not reflect the full spectrum of individual learning development.

Alternatives such as formative assessment or dialogue-based formats open new paths to assess performance in a more differentiated and fair way. Ultimately, feedback and future learning planning must go hand in hand. Only when students are actively involved in the assessment process—and do not rely exclusively on grades as a benchmark—can they take responsibility for their learning journey, and learning becomes genuine recognition of individual progress.