Abstract
This research explores children’s perceptions of grading, emphasizing its socially constructed nature and its impact on educational equity and inclusion. Through picture-mediated narrative interviews, 35 third-grade students from six primary schools participated. The findings reveal a range of opinions, with a preference for numerical grades alongside recognition of the informational value of descriptive assessments. A critical awareness of social dynamics within the classroom and mutual expectations related to assessment also emerged. Children’s preferences appear influenced by contextual factors, such as the local adaptation of national regulations and the teaching practices used in classrooms. This study highlights the relevance of viewing children as knowledgeable social actors within their school environment, acknowledging their ability to reflect on assessment practices.