This report investigates how students and teachers perceive grading scales and bonus-point systems in higher education. Using survey data from 77 participants, we analyse preferences for granular versus coarse grading schemes and beliefs about whether grades reflect competence. We also examine attitudes toward bonus points, including their motivational impact and perceived fairness. The findings show strong belief in the motivating power of points but also concerns about surface learning and grade distortion. We discuss these results in light of learning theory and European regulatory frameworks such as the Bologna/ECTS guidelines
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