The article is a report of research aimed at identifying and describing the educational functions of descriptive assessment, especially in the field of supporting the role of the student as the "creator of actions", the role of a colleague and the role of a person. This was related to an attempt to reach the role model of a student, colleague and person adopted by the teacher, because according to the perspective of symbolic interactionism, the models of perceiving the child in these roles have an impact on the teacher's educational activities. Discourse analysis was used as the main research method. Understanding discourse as a tool for analysing social space allowed for the interpretation of descriptive assessment through a specifically understood language and allowed to look at the assessment as a way of the method of communication between the teacher and the student. The research technique used was the analysis of documents, i.e. the analysis of classification descriptive assessment, which were treated as tools for talking to children and parents. The results of the research lead to the conclusion that descriptive assessment does not have to be a disciplinary tool for the student, a form of control or authority over the student, and the student does not have to be perceived by the teacher as a "performer of activities". Descriptive assessment may become a helpful diagnostic tool in education based on constructivist ideas if teachers are original and pay attention to such features of the student's role that help to develop reflection, independence, creative thinking, intrinsic motivation. Such teachers are able to combine the expectations directed to the "student" with the expectations directed to the "person" and "colleague". In the descriptive assessments they construct, the model of the student as the "creator of actions" is clearly distinguished. For them, the assessment is a helpful work tool, and gives students the opportunity to enter the reflective learning process.