Feedback is an important part of any process. There are various types of feedback, such as, formative feedback, placement feedback, diagnostic feedback and summative feedback. Every feedback has its own limitations and benefits. One type of feedback is recursive feedback. It is vital for checking students’ performance. It enables the teacher and students to know what they are learning and to what extent.

In recursive feedback teachers examine students apply of what they have learned. In Recursive feedback educators demonstrate their knowledge about students. In this process teachers try to develop their learners’ beliefs as their own process. Teachers’ can assess the attainments and failures by this method. For instance, if a learner is facing difficulty in specific problem, learners’ difficulty is response that educators obtains. By the help of this response, educators come to know that teaching strategies and learners were not the issue but the educators’ own perception about the students’ problem. This is called recursive feedback in which students’ achievements works as a feedback for educators’ understanding. Recursive feedback is not the direct result of teacher behavior. This is based on two features. Firstly, students are freely exposed to natural environment to establish feedback. On the other hand, is recursive mapping. Educators need to plot the students’ behavior as a result of their own understanding of the activity. For example, if a teacher wants to know what and how his pupil performs during his thesis viva, this lay down the basis for 1st feature because this feedback was made by the student’s communication with viva examiners, which is a result of student’s work instead of teacher’s work. As regard with second feature, the teacher explains students ’performance with their own perception of the phenomena. The teacher can know about the advantages and drawbacks of her understanding because it is depicted by pupils’ communication with the examiners.

https://aaalab.stanford.edu/assets/papers/2013/Learning_by_teaching_human_pupils.pdf

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