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This article is based on a qualitative study that investigated a particular type of task given in the German Abitur (the exam that grants access to university studies) in Religious Education – one prompting the students to take a considered position, and the corresponding notes for grading the exams. It investigates which criteria might serve to validly assess the positioning taken by students in the context of exams. By relating the insights regarding exams in Religious Education to research on the didactics of other subjects, the article describes both subject-specific and general pedagogical challenges related to the assessment of student positionings. [ABSTRACT FROM AUTHOR]