This study explores lower secondary school teachers' arguments and perceptions for using a 26-point grading scale (26-PGS), and gender differences in assessment practice. An explanatory sequential design was conducted. First, teachers (n = 6) assessment of students' text (n = 182) was analysed. In the subsequent phase, an open-ended questionnaire with teachers (n = 54) was conducted and analysed. The study revealed that the teachers perceive that the 26-PGS provides precision. Teachers highlight the significance of using the 26-PGS as an alternative assessment method, aiming to foster students' growth, and as a message to motivate for learning. In addition, gender disparities in teachers' provision of grades and arguments of using a 26-PGS as part of their assessment practice were found. The study contributes to the existing literature by shedding light on teachers' assessment practice and gender differences regarding the use of grading scales and discuss its potential challenges in educational contexts.