In this monograph, the author picks up on the theory discussion in the field of examination systems that was interrupted in the early 1980s and examines possibilities for integrating the recently emerging approaches to orienting examinations around risk. In a model, fuzzy information used to derive examination judgments is initially identified as the cause of examination risk. Unlike previous approaches, the focus is not on individual risk components, but rather on the different forms of fuzziness in examination information. Therefore, an analysis of the fuzziness occurring in various examination methods is conducted first. Additionally, different measures, namely probabilities, credibilities, and general fuzzy measures from fuzzy set theory, are considered in relation to i.