A study in progress using questionnaires given to educators in primary education "Assessment is one of the basic responsibilities of the teachers as they carry out their educational duties" . In relation to the issue (or problem) of the assessment of the student, the question that emerges is whether the teacher is or feels sufficiently trained, carrying out this mission successfully. Success in this sense means that the educator is able to carry out evaluative judgement, which, within the spirit of pedagogic nature of assessment, serves as individual support for each child, offering encouragement and aid for further learning processes (and socialization). Furthermore, to lead the individual who is in the process towards -the so crucial for further development- self-knowledge . (Of course, it shouldn't be a traumatic experience). Another basic issue of the research is whether the student's disposition for learning is strengthened or harmed via assessment. Because "the reinforcement of the student's disposition for learning" should be a part of the objectives of school learning processes . Consequently, this objective should be a part of assessment. Relevant also to the above is the question up to what point assessment serves as "learning assessment" from a pedagogical viewpoint and approach . In other words, whether school via assessment "develops and strengthens the disposition for performance in the individual" and whether it educates students in relation to the "will and joy of performance" . An extension of the above, is also the question whether assessment familiarizes the student with the issue of rank that exists outside the society and generally in out of school conditions of life. From the above thoughts and reflections are produced the relevant axes of questions or dimensions of research, related to the questions that have been impressed in the basic tool of this study, the questionnaire. The core of other axis of the questions deals with another basic aspect of the educator, the advisory nature of teacher, which is seen as accompanying assessment or as the other aspect of this process. The questions here are directed around this point and aim, on one hand, to answer the question "how" the parent in Greek schools today should be informed, and, on the other hand, to make the teachers sensitive to the fact that there is a necessity for informing the individual. With subquestions here, we believe, that beneficial dimensions for the two sides (teacher-parent) are offered. In the final analysis, many benefits appear for the child, who becomes the "link between the parent and teacher and who brings together two unfamiliar sides and familiarize them with each other", so that they can both provide additional information about the child according to what each party knows . Another axis of questions results from the invocation of the experiences of teacher with types of behaviour by parents after the evaluation of their children. And, finally, two major axes of questions respectively have as a core, grading and descriptive assessment, around which the questions of the research are geared. Through many sub- questions, a critical overview is eventually presented regarding grading and descriptive assessment and presents (indirectly) the advantages and disadvantages of each side. It is believed that this will result to configure the disadvantages and generally the extremely deficiencies of the assessment that is applied today in Greek school. An important and guiding thought of the research is that proposals for assessment of school performance will be made, which - moving in the spirit of its pedagogical function- will assist principally the healthy development of the individual.