Assessment and grading are largely researched dimensions of teacher profession. There are though some aspects of grading that have not yet been studied to any great extent. How teachers inform their students of grades awarded can be considered as one of those aspects. This study is inspired by a phenomenological hermeneutical perspective and provides analysis of video recorded material of a grade conference taken from Swedish upper-secondary school. The aim of the study is to shed light on how the grades are communicated and understood. The results show that grades have a wider meaning for the teacher and the student than pure assessment of student’s knowledge. Grades stand, for instance, for maintaining a good relationship between the teacher and the student.

Keywords: Grading, assessment, phenomenology hermeneutics