摘要：AbstractIn the submission are presented research findings of relationship between perceived adequacy of school age pupil's evaluation to their learning motivation and school success. The research was conducted on 140 pupils of 5th – 9th grade of primary school through success in Mathematics, items from Kozéki's questionnaire (1980) and propositions of Q-sorting (Stephenson, 1935) of perceived evaluation objectivity. It is possible to state that school success is the assumption of achievement motivation; however the learning performance is not related to perceiving evaluation objectivity presented by school success.
