This article makes international debates on religious literacy as well as forms of assessment in RE related to these debates its starting point by identifying the lack of an empirical basis for the respective discussions. A questionnaire for 15-year-old pupils with a focus on religious knowledge, based on prior studies and tried out in Finland, Germany and Sweden is introduced. The results, although not representative, allow for comparative evaluation, comparing the results at country level and in reference to different kinds of religion-related knowledge. Possible influences of the different curricula are identified by comparing different degrees of familiarity with certain topics or religions in relation to when the respective curriculum foresees them being treated. The article is meant to demonstrate that meaningful international research on religious knowledge as part of religious literacy is possible, that its results could inform RE and show the possible value of developing such efforts further.

这篇文章对宗教素养以及RE评估形式进行了国际辩论与这些辩论相关，其出发点是确定相应讨论缺乏经验基础。基于先前的研究并在芬兰、德国和瑞典进行了试验，介绍了针对 15 岁学生的问卷调查，重点是宗教知识。结果虽然不具有代表性，但可以进行比较评估，比较国家层面的结果，并参考不同种类的宗教相关知识。不同课程的可能影响是通过比较对某些主题或宗教的不同熟悉程度与相应课程预见它们何时被处理而确定的。这篇文章旨在证明对作为宗教素养一部分的宗教知识进行有意义的国际研究是可能的，其结果可以为RE并展示进一步发展此类努力的可能价值。