In March, Michigan educators unexpectedly found themselves rethinking instruction. As schools throughout the state were shuttered due to the COVID-19 health crisis, educators at every level needed to consider ways to sustain relationships with students in an effort to move learning forward. Feedback has always served as a natural connector between teachers and their students, but students’ use of feedback is based upon trust. This article examines the importance of formative assessment and the feedback cycle while exploring ways to deliver feedback in remote settings. By prioritizing the student-teacher relationship, teachers foster students’ active engagement with feedback, thereby raising students’ confidence, persistence, and performance.

Author Bio

Ms. Heather Rottermond is an Assessment & Instruction Consultant at Wayne Regional Educational Service Agency. She provides leadership and support to schools and districts around the effective use of the formative assessment process, data collection & analysis of multiple measures, and the useful application of data as it relates to systemic improvement. She can be reached at rotterh@resa.net.

Dr. Laura Gabrion is a Literacy Consultant at Wayne Regional Educational Service Agency. She is interested in disciplinary literacy pedagogy, writing self-efficacy research and application, and integrating technology to enhance instruction. She can be reached at gabriol@resa.net.


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