Providing effective feedback is an iterative process. It requires teachers to intentionally build caring classroom relationships that center students and their individual needs. Similarly, students need to have a safe and supportive environment so that they can use feedback to improve their work. This article aims to provide practitioners with strategies for humanizing the feedback process and improving students’ feedback literacy in ways that honor their identities and funds of knowledge.
Author Bio
Mr. Jeffrey Austin is a Literacy Consultant at Wayne County Regional Educational Service Agency. He is interested in humanizing learning spaces, fair and equitable grading, assessment, and feedback practices, and project-and-place based learning. He can be reached at .
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 .
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 .
Recommended Citation
Austin, Jeffrey; Rottermond, Heather; and Gabrion, Laura
(2023)
"Humanizing Feedback: Responsive Feedback Practices that Value Student Identity and Build Feedback Literacy,"
Michigan Reading Journal: Vol. 55:
Iss.
3, Article 6.
Available at:
https://scholarworks.gvsu.edu/mrj/vol55/iss3/6
