Justice as a Criterion for Assessing Pupils in Schools – the Polish Example

 

DOI: https://doi.org/10.24040/sap.2026.13.1.88-101

 

Citácia: KURZYNA-CHMIEL, D. 2026. Justice as a Criterion for Assessing Pupils in Schools – the Polish Example. In Štát a právo [online]. 2026, vol. 13, no. 1. pp. 88-101 [cit. dátum  citovania]. ISSN 2644-643X. Available at: https://doi.org/10.24040/sap.2026.13.1.88-101

 

 

Abstract:

The article addresses an important social and legal issue. The assessment of pupils is a function of the school and relates to their acquisition of knowledge and behaviour. Fairness plays a central role throughout this process. The article explores the concept and specific nature of the principle of fairness, highlighting its complexity and its foundation in values, particularly equality linked to the absence of arbitrariness and the need to differentiate between the situations of pupils belonging to a given group, e.g. pupils with disabilities, whilst taking their individuality into account. This is where the compensatory and protective function of the law comes into play. A specific feature of the Polish assessment model is, in particular, the fact that the legislator has left considerable freedom regarding the creation of internal school regulations that clarify the general statutory principles to suit the needs of a given school, which raises legitimate questions about the fairness of such solutions.

 

Key words:

justice; school grades; assessing pupils; law; equality