This paper introduces an empirical study that examines how teachers evaluate pupils' responses. The study draws on research undertaken at four secondary schools in the Czech Republic. It transpires that feedback has a stable position in the structure of communication; however, it is used only to verify pupils' responses and not to elaborate them. An important feature of feedback is its implicitness and near-zero content value resulting from the teachers' preferences to avoid explicit evaluative comments. This type of feedback is not in accordance with the concepts of dialogical education that currently dominate the field of the theory of educational communication.