Factors Associated with Students’ Perceptions of Grade-Related Pressure: Exploring Gradeless Assessment in Upper Secondary Schools

Gradeless assessment is often introduced with the aim of reducing pressure associated with grades. This study investigates how various factors predict differences in students’ perceived grade-related pressure in the context of gradeless assessment. Using an exploratory design, we conducted a regression analysis of survey data from 1,708 students across seven Norwegian upper secondary schools. The findings indicate that: (1) consistent implementation of gradeless assessment is associated with lower perceptions of grade-related pressure, (2) students’ perceptions of feedback emerge as a strong predictor of lower grade-related pressure, and (3) students’ perceptions differed across educational tracks. The results highlight the importance of consistent assessment practices, feedback quality, and contextual factors in shaping students’ experiences of grade-related pressure. The study contributes to ongoing discussions on gradeless assessment by underscoring the need for a nuanced understanding of grade-related pressure in gradeless contexts. Implications for practice, policy, and future research are discussed.