Stručnost i metodičnost rada srednjoškolskih profesora kao mogući faktori njihove osobne jednadžbe u ocjenjivanju

True expertise teaching methods applied by elementary and secondary school teachers, i. e. e group of 46 Croatian (mothertongue) and history teachers, and a group of 48 mathematics and chemistry teachers were judged and evaluated according to a cardinal and/or successive scale ranging from 1 to 5: »fail« 1, »satisfactory/sufficient« 2 (passing mark), »good« 3, »very good« 4 and »excellent« 5. A general tendency in either being strict and/or tolerant at granting marks was determined by means of a median-test.Data resulting from a statistical analysis of grades granted to students by the above-mentioned teachers proves that teaching methods evaluated in the manner set forth above effct a tacher’s strictness and/or tolerance in grading. This also goes to prove that teachers possessing better knowledge and expertise are basically more liable to grade their students higher, whereas those less qualified for the job tend to grant lower grades. Judginh teaching methods in this manner, however, does not effect individual teacher grading formulas in any way whatsoever.The results obtained merely prove that established practical views on secondary school teachers being tolerant and/or strict is correct, whereby tolerance is basically practiced by skilled teachers in the relevant field, whereas the less skilled ones are basically strict when it comes to testing students, and evaluating their achievements.