9 │ EVALUATION IN THE PERIOD OF DISTANCE LEARNING Distance learning in basic and upper secondary schools in the Czech Republic 52 9 EVALUATION IN THE PERIOD OF DISTANCE LEARNING Providing feedback and evaluating the achieved outcomes proved to be key during distance learning. Most teachers included the use of traditional forms of evaluating outcomes among what they did not manage. Therefore, this area was dealt with by the Methodological Recommendation of the Ministry of Education, Youth and Sports which has been mentioned several times. Due to evaluation problems, more than half of the teachers talk about gradual changes in their approach to evaluation, but unfortunately only 7% of them report more fundamental changes in their approach to pupil evaluation. Most often it is more lenient grading (in upper secondary schools, grading is stricter in a few cases), but continuous oral assessment is also used significantly more often. Compared to the situation at the beginning of the 2020/2021 school year, there is a noticeable increase in the proportion of teachers who, as a result of experience with distance learning, change the usual pupil evaluation methods. CHART 27 | Comparison of changes in current evaluation methods during learning with the beginning of the school year The preferred evaluation is indicated by the method of recording pupils’ progress achieved in distance learning. A higher level of recording oral information on mastered skills and the use of selection portfolios are suitable prerequisites for formative evaluation and oral summative evaluation (for example, in regular monthly or quarterly evaluation of pupils). CHART 28 | Ways of recording pupils’ achieved progress 0 % 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 10 %20 %30 %40 %50 %60 %70 %80 %90 %100 %1. stupeň ZŠ září 20201. stupeň ZŠ únor 20212. stupeň ZŠ září 20202. stupeň ZŠ únor 2021ne no ano, ale jedná se více o pozvolný vývojano, došlo k zásadnějším změnám87%25%40%91%21%26%94%16%31%95%17%23%97%12%12%0 %20 %40 %60 %80 %100 % pomocí průběžné klasifikacevytváří výběrová portfolia(včetně digitálních) dokládajícívýsledky vzdělávání žákůeviduje podrobnějšíslovní informaceo zvládnutých dovednostech1. stupeň ZŠS 2. stupeň ZŠobor gymnáziumld maturitní oborynematuritní obory 2nd stage of BS Feb 2021 2nd stage of BS Sep 2020 1st stage of BS Feb 2021 1st stage of BS Sep 2020 0% yes, but it is more of a gradual development yes, there have been major changes 100%80% 60% 40% 20% 0% 1st stage of B 2nd stage of BS sec. gen. school fieMaturita fields non-Maturita fieldsusing continuous grading creating selection portfolios (including digital) documenting pupils’ learning outcomes recording detailed oral information on mastered skills