The ambiguity of student assessment process disclosed in an article is presented from two perspectives: a model based on the principles of objectivity and the subjectivity model. In an attempt to meet the discussed issues, the authors consider several possible routes that can be taken by academics. In the first approach, they propose a more flexible stance to the assessment process treating this process as inferior in relation to the educational process. In the second approach, dependent on the demographic processes, they postulate a spontaneous solution. A third of the proposed outputs is to support the validation of students in the process of assessing their own achievements.