The purpose of this article is to review the literature on the issue of grading as a method and technique of expressing students' performance in terms of school reality. Initially, a growing concern about the role of assessment of student's performance in the learning and, generally, in the educational process, is highlighted. Subsequently, the role of student's performance is approached regarding the methodological issue of measurement and its efficiency in educational and social reality in general. Great importance is given to the pedagogical content of the assessment of students' performance in association with the educational process and operation of the school. Then, the main issue is discussed referring to the means of expressing, describing, and presenting the outcome of student assessment with a specific reference to quantitative means and specifically to grading. In the last part of this paper, empirical research findings are used to point out the disadvantages of this specific technique. In particular, a reference is made to the errors observed in its use, which pose an important issue of validity, reliability, and objectivity and therefore of its dispute, as well as to the impact on the learning process and the student him/herself. The article concludes with the final notes on the subject.