The educational process is an inevitable part of every individual's life. Starting from the earliest childhood, each person enters the education system, which has a large impact on their development and personality development. One of the most important components of education is evaluation. Even though there are numerous different grading systems, this thesis will examine the two most prevalent models: descriptive and numerical grading. The thesis will also explore whether the opinions of teachers and future teachers (current students) differ when it comes to descriptive grading in early elementary education. The thesis is divided into two parts: the theoretical part and the empirical part. The theoretical part contains a brief overview of school docimology as a scientific discipline as well as a detailed explanation of the terminology related to that scientific field. Furthermore, it also deals with grading as an inevitable part of the school practice, the purpose and fuction of grading in education, the scale of schol grades and some possible errors that can occur in grading. It explains the term 'descriptive grading' and some of its characteristics. The empirical part presents the results of a research carried out with teachers and future teachers (current students). The global aim of the research was to determine whether the opinions of the subjects differ with regard to the occupation (teacher, future teacher) and to the years of work experience on descriptive grading in early elementary education. Apart from the general opinion on descriptive grading in early elementary education, the subjects expressed their opinions on the objectivity of descriptive grading, effect of a descriptive grade on the pupil, and choice of the grading model in early elementary education. The results of the research confirmed the hypothesis that there is a statistically significant difference between the opinions of teachers and future teachers on descriptive grading in early elementary education.