Elementary school in the Republic of Croatia is compulsory from the age of seven, and students are already exposed to school evaluations in the teaching process from the first grade. Students can be evaluated numerically, descriptively or combined. There are different opinions about school assessment, and this thesis will explore the opinions and attitudes of parents and teachers about assessment in classroom teaching. The empirical part presents the results of the research in which parents (N=105) and teachers (N=142) of students in class took part The aim of the research was to examine whether there are statistically significant differences in the opinions and attitudes of parents of primary school students with regard to the level of education, the class the child is currently attending and the school the child is currently attending (home or district). Examining statistically significant differences in the opinion and attitudes of classroom teachers with regard to years of service, classroom teaching and current employment was also the aim of the research. Processing the results of the research among parents proved that there is no statistically significant difference in the opinion of parents about grades and about the abolition of numerical evaluation in classroom teaching, with regard to the level of education of the parents and the school the child is currently attending. A statistically significant difference was found in the opinion of the parents about the assessment with regard to the class they attend. The processing of research data among teachers has proven that there is no statistically significant difference in teachers' opinions about grading in classroom teaching and the abolition of numerical grading in classroom teaching with regard to the number of years of service, classroom teaching and current employment. A statistically significant difference was found in teachers' opinions about grades with regard to the number of years of service.