Feedback is important for learning. However, there are different types of feedback, and not all feedback is effective. Here we introduce recursive feedback (RF), which occurs when tutors observe their pupils use what they have been taught. Two experiments examined the value of RF during learning by teaching. In the first study adults taught another adult face to face about human biology. Those participants who observed their pupil interact with an examiner exhibited superior learning relative to individuals in several control conditions that included elements of learning by teaching but not RF. The second study examined whether RF benefits extend to teaching computerized teachable agents in regular classrooms. High school students played games in which they induced logical rules. Students taught their agent the governing rules. They received RF when they observed their teachable agent play a prediction game against a second competitor agent. On a posttest, these students exhibited greater abilities to use logic to solve novel problems compared to students in control conditions who received direct feedback by playing against the competitor agent themselves. RF may further generalize to nonteaching situations that also involve a production–appropriation cycle, such as do-it-yourself projects in which people have a chance to learn from how other people take up their handiwork. ( 1 )

Feedback redirects or refocuses the learner’s actions to achieve a goal, by aligning effort and activity with an outcome. It can be about the output or outcome of the task the process of the task the student’s management of their learning or self-regulation, or about them as individuals (which tends to be the least effective).

This feedback can be verbal or written, or can be given through tests or via digital technology. It can come from a teacher or someone taking a teaching role, or from peers (see Peer tutoring).

is a well-evidenced and has a high impact on learning outcomes. Effective feedback tends to focus on the task, subject and self-regulation strategies: it provides specific information on how to improve.

Refrences:

1- https://www.tandfonline.com/doi/abs/10.1080/10508406.2013.807263

2- https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/feedback