The Question of Grade Inflation IntroductionThis essay addresses the specific term of grade inflation by working with three texts on this issue, viewing grade inflation from different perspectives and discussing the terminology. Each country has its own classification system. In some countries the scale is 0 to 10, in others the scale is 1-5 or 0-20 and there are many others. However, this is by far not the only thing that can be said about the rating. The question is also the practical application of the evaluation scheme. Are more high or low ratings given? On the one hand it could be considered a cultural aspect, which is also true if one pays attention to the development of evaluation systems (see for example the Netherlands, where the best grade 10 is considered a perfect result which is difficult to obtain). On the other hand, assessment can become a serious problem for educational institutions if assessment does not work properly. This work will not cover all individual aspects of grading problems but will focus on the phenomenon of assigning extremely high grades. In this context the term “grade inflation” is very popular. However, it is necessary to differentiate, because it is controversial, whether every grade increase belongs to grade inflation and what the different types of grade inflation can be. The objective is to discuss three texts and ask critical questions about the content and structure of the argument. In this way it will be possible to have a clearer vision of grade inflation and its characteristics. It is also important to discuss the extent of grade inflation. There are several countries facing the issue of grade inflation. Furthermore, in each of these countries it is necessary to differentiate where the extent of school inflation is greatest: it is about... middle of the paper... if students could do better when they review their work, they forget that it requires time. This means that they cannot try harder in another subject, and if they score higher in one subject but lower in the other, then it makes no difference. To get to the central point of this article, namely students as consumers, it is necessary to say the following: Elizabeth Boretz presents reasons against the hypothesis that students just want to receive easy grades without effort. It also presents data on class evaluations and grades previously assigned by the teacher, however these arguments do not allow for such a strong conclusion. Surely it is justified to say that students want more but only to have high grades. However, there are no indications for such a high intrinsic motivation of students, so the author highlights her personal opinion too much at this point.