Fig. 13From: Students’ and teachers’ perceptions of students’ academic outcomes in Slovenia: evidence from REDS dataHeat plot of the frequencies of teacher responses on statements related to assessment and grading student knowledge during the disruption (“When assessing knowledge, I leaned towards higher grades because I wanted to avoid conflict situations and possible inspection procedures” and “I assessed the demonstrated knowledge of students according to the same criteria as before the closure of schools”)Back to article page