This master thesis refers to the specifics of evaluation in distance learning. Evaluation is defined as the systematic collection of data in the learning process and the achieved level of educational outcomes, knowledge, skills, abilities, independence and responsibility towards work, in accordance with predefined and accepted methods and elements. There are three approaches to evaluation: evaluation for learning serves to improve and plan future learning and teaching; evaluation as learning implies the active involvement of students in the evaluation process and the development of the students autonomous and self-regulated learning approach, while the evaluation of what has been learned includes evaluating the level of student achievement. Distance teaching is an organized form of teaching in which, due to the spread of the coronavirus, teachers and students have replaced contact teaching with teaching from home with the support of digital technology. The paper presents research with Croatian secondary school teachers on the evaluation process in distance learning. The results show the evaluation approaches used in distance learning, the (non)existence of a statistically significant difference in teachers answers, similarities and differences in teachers opinions and actions, as well as the advantages and disadvantages of conducting evaluation in an online environment. At the same time, the results emphasize the shortcomings of evaluation in distance learning, which are primarily related to the human factor.