The problem of subjectivity in evaluating pupils’ performance, understood as an undesirable intervention of the teacher in the evaluation (unlike the Marxist interpretation of the term "subjectivity“ meaning the teacher’s active position) has been relatively frequent in educational literature since the beginning of the 20th century. The present study responds to a recent article by J. Rosina in the journal Pedagogika and to similar empirical studies of the so-called subjectivity in classroom evaluation.
A theoretical methodological analysis of the problem has shown that empirical manifestations of the so-called subjectivity in classroom evalution a) are a manifestation of objective laws governing the conception of instruction used in practice (see e. g. ”over-generosity“ in grading the performance of favourite or girl) b) are conditioned by the specific arrangement of the experimental situation, where qualified graders evaluate the work to be graded without any knowledge of the deeper context of this work with regard to the teaching process. This context (the substance of which the study makes clear) is supplied by each grader according to his or her own ideas, which is the actual cause of the variability of grades given to the same work. The study also explains the substance of classroom evaluation on the basis of findings of Marxist axiology and other findings.