Distance learning in basic and upper secondary schools in the Czech Republic 15/22 In the lower secondary level of basic schools, the Scio website belongs to the resources that were used most often (except for the Ústecký, Karlovarský and Vysočina regions). In upper secondary schools, the schools’ own sets of educational links, texts and websites were used most often. In addition to the licensed resources from Fraus publishing house, more open educational resources such as Khan Academy and textbooks and workbooks, which the school had used before, were used. Open educational resources were significantly more frequently used in the Jihočeský, Zlínský, Královéhradecký and Moravskoslezský regions. Educational resources on websites outside the school's website were more often used in the Liberecký region. These teaching resources are usually used to practice, revise or consolidate the acquired knowledge or skills; to a much lesser extent they are used to present new topics or as an additional content. In basic schools, teachers often modified their content sources or created their own learning materials based on them. Changes in the content of education demonstrate a high degree of diversification of educational content in basic and upper secondary schools. Despite the high autonomy that schools have, there is a surprisingly low proportion of schools in which principals decided to modify the learning content after the closure of schools and a high proportion of upper secondary schools in particular, where teachers did not significantly modify the content of their subjects or did so only based on their own decision. These facts serve as evidence of significant shortcomings in the curricular and pedagogical work of school management, caused mainly by a long-term emphasis on other functions of the school management than the management of the pedagogical process, which supports findings from various surveys of the Czech School Inspectorate. 6 Providing feedback in distance learning Changes in the organization of distance learning, adjustments to its content and the pupils´ different family background also led educators to change the methods of assessment. The starting point, similarly to the content aspect, was mainly the current practice of teachers at school. 6.1 Methods of evaluating student performance The standard methods of classification was mostly used at higher school levels. It was used in more than half of the upper secondary schools, and in less than a fifth of the basic schools. School principals often stated that they mitigated the marks, that is, they reduced the weight of the marks or adjusted the marking scale (for example, they rated only 1, 2 and 3, a practice that was used mainly in basic schools). A positive finding in relation to the situation of school closure and its specifics was the predominance of the verbal evaluation in more than half of the basic schools; it was used in less than two fifths of upper secondary schools. Moreover, providing pupils with more detailed feedback on their work without evaluating it was reported by almost two fifths of basic schools and one fifth of upper secondary schools. About a quarter of basic schools and two fifths of upper secondary schools reported a combination of marking and verbal assessment. Most teachers provide a detailed feedback to students on their work combined with a percentage rating.