In elementary school there is a reverse, while in high school teens would like a step forward. Indeed, if younger students will once again reckon with classic grades - from insufficient to good and so on - instead of the much-discussed "learning levels”, older students are pushing for changes in the periodic evaluation system. Their desire is not to encapsulate the school's progress in a simple number, but at least to accompany the latter, especially during the year, with a discursive "explanation" of what has been done. According to a survey conducted by the Skuola.net portal - on a sample of 2,500 high school students - as many as 8 out of 10 respondents would in fact like to revise the current approach. More specifically, 34 percent would have the two things - grade and reasoned judgment - go hand in hand to reduce the weight of the former and to give more elements in the student's hands, to insist on that path or to correct the course. But even more numerous, 46 percent, are those who would prefer to even relegate the grade to a secondary role, that is, as a formal element to appear in the end-of-year report card, leaving only the discursive judgment as the yardstick for the rest of the months. In the latter case, they follow the experimental method launched by the Morgagni High School in Rome, where until a few months ago there was a class in which teachers did not express their judgments numerically, except in the intermediate and final grades, trying instead to use verifications and interrogations to make the students understand the points of improvement.