Distance learning in basic and upper secondary schools in the Czech Republic 16/22 The school provides a frequent feedback to all students and gives them opportunity to correct mistakes. Some schools also mentioned pupils' self-assessment as the predominant form of assessment. In summary, however, this is the case of only one thousandths of the total number of schools. Other schools at least mentioned the motivational importance of assessment for the pupils. The use of students' self-assessment and immediate feedback in communication between teacher and student. A very sophisticated system, the unification of all teachers, the use of the so-called triad in the evaluation of students. The school evaluates the fulfilment of pupils' tasks with a lower weight of importance because the success rate is an important guide for self-evaluation of most pupils. The school wants to use the classification as motivation (not only marks, but also percentages, etc.). Figure No. 6 Ways of evaluating pupils' work that teachers receive 7 School management and communication The methods of school management and communication with teachers, pupils and parents three weeks after the school closure said a lot about the management and pedagogical competence of school principals. They mainly focused on ensuring an effective transfer of information between the management and teachers, between the teachers and students or parents, between the school and parents, but also among the teachers within the school. They also tried to ensure the coordination of distance learning both in terms of organization and technology, and in terms of learning content. 7.1 Coordination of digital support for distance learning Given that the teachers' experience with digital education had been quite limited in most schools, it is understandable that, in more than three quarters of schools, a person was appointed to coordinate the use of digital technologies in distance learning. In basic schools, the process was coordinated by the school principal. In upper secondary schools, an ICT coordinator was assigned this task. In a smaller group of schools, the coordinating role was taken over by 0 %10 %20 %30 %40 %50 %60 %Most of the teachers provide pupilswith verbal evaluation on their work with detailed feedback on their workMost of the teachers provide pupilswithout evaluaiong itMost of the teachers classify as usualISCED IISCED 2ISCED 3