We live in a society where school grades are extremely important, how students so their parents and teachers. In today's education, questions such as "How much do we need to know for an excellent score?", "Is it enough for five?", and many other questions related to grades, are becoming more common. That kind of thinking has led to the emergence of various emotions at the end of summer, or at the beginning of the new school year. Some students and parents are looking forward to it, but there are also those with fear and other negative emotions. In the first part of this paper will be presented a documentation with special emphasis on the school's assessment of the knowledge, the basic division of the school's assessment and the dangers that they carry with them. A special review will be on the history of assessment in Croatian schools, as well as on the numerical scale represented in our education system. In addition to the documentation, a motivational background will be presented with regard to the evaluation, the emotions that they cause, as well as the influence of rewards and punishment on student motivation. At the end of the first part of paper, the specificities of educational subjects and foreign languages in education and how important the students are to evaluate from these subjects will be a review of. In the second part of this paper, the results of the research on the importance of numerical grades for third and fourth grade students will be presented. The research was conducted in three Chancery Elementary Schools by having students respond to questions related to the importance and impact of numerical grades from all subjects with special emphasis on educational subjects and foreign languages, as well as whether they are rewarded or punished by parents due to rating and how. The research has shown that there is no statistically significant difference in the opinions among students regarding gender, age, and overall success. Controlling the emotions caused by school scoring is not easy especially if they are further reinforcing with some other stimuli. In order to reduce them, it is important to educate students and their parents that the assessment is not a sign of their personality, but only one work of teaching content that they can adopt.