Abstract
This article investigates what characterizes the feedback practices in Norwegian primary schools during the period with school in home confinement due to the Covid 19-pandemic. Teacher interviews and student texts showed that the digital context changed the feedback practices. The relational aspect in feedback got visible as the teachers were worried about the students’ academic and social situation. The mutual aspect of feedback was enhanced through students’ and parents’ feedback about teaching and organizing. Oral feedback through classroom conversation was challenged, and the distinction between oral and written feedback changed as written feedback was less formalized through immediate chatting and text messages.
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