Abstract: Problem Introduction: Educational institutions have implemented modified changes in instruction which have impacted learning outcomes, while at the same time also postponing assessments because of the COVID-19 pandemic. The assessment gap limits the ability to accurately gauge impacts on learning loss. While estimates are being developed for learning loss, long-term implications and methods to address the potential learning loss are currently limited. What Was Done: This study addresses and reviews the set of literature pertaining to assessment of student learning loss. A learning periodization and digital scaffolding cyclical artifact are developed for policy and educational instruction recommendations as a result of the pandemic. Why This Work is Important: This paper presents several successful guidelines and strategies for educators for navigating learning loss through prior literature review and construction of a conceptual model and remediation timeline which addresses assessment of learning loss before, during, and after the pandemic.