The question of the relationship between learning documentation, the role of assessment, and inclusion-related quality requirements for teaching has hardly been empirically researched so far (Moon et al., 2020; Seitz et al., 2020). Taking this up, we conducted a study on the primary school level in Italy, which is an inclusively structured educational system that comes up without any allocation to different types of school until the end of year 8 and requires descriptive report cards instead of numeral grading until the end of year 5 of primary school since 2020. As existing studies on assessment often include the perspective of teachers but rarely that of children (Imperio & Seitz, in press), the study “Children's Perceptions of Performance in Primary Schools" (CrisP) focuses on those, framing its design on the Childhood Studies paradigm (Melton et al., 2014) and the Student Voice movement (Cook-Sather, 2018). Considering children as expert actors and key informants of their school life, the study reconstructs their perception of achievement and assessment under the structural conditions of diversity and asks for possible interpretive patterns regarding normalcy and processes of doing difference. Framed by classroom observations, we listened to thirty-six third graders’ voices, conducting material-based narrative interviews. Based on an overall analysis of the data referring to the working steps of Grounded Theory (Strauss & Corbin, 1996) and the reconstruction of dense sequences with the Documentary Method (Bohnsack, Pfaff & Weller, 2010), we developed individual case portraits. Based on a condensed presentation of overarching findings, this presentation focuses on the contrasting voices of two children from two diverse primary schools who discuss, in detail, role expectations and social processes concerning assessment and reporting. More specifically, this presentation inquiries about how differences and diversity are handled.

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