Barbara Muslic presents comprehensive case studies and comparisons regarding the organizational processing of learning assessments, taking into account state-specific institutional regulatory contexts. Through the method of qualitative typology, she is able to reconstruct three systematically distinguishable organizational action patterns or types of the school leadership examined as central results of her study. Furthermore, the results show that the processes of processing and utilizing learning assessments that follow are significantly influenced by organizational and school leadership-related factors, rather than by those associated with the institutional regulatory context.