This master thesis takes an interest in pupils’ knowledge on grading and their trust in the grading process. The thesis relies on both quantitative and qualitative data: survey with 46 students was carried out and group interviews were held with 11 students. The results from quantitative survey are visualized in the form of tables and the results from both survey and group interviews are later presented as categorized thematic chapters. The analysis has been conducted using communication theory, power theory and trust theory. The results show that students feel that they have little knowledge on grading and one of the reasons named seems to be a communication gap between teachers and students. Furthermore, students also have low trust in teachers fair grading.