When we talk about “Continuous Assessment: A Recursive Feedback Approach,” we are pointing to a powerful shift in how learning is measured and supported. Traditional assessment often comes at the end of a unit, functioning as a final judgment rather than a learning tool. Continuous assessment, by contrast, is woven into the teaching process, offering students multiple opportunities to demonstrate what they know and improve over time. It transforms assessment from being a product-oriented task into a process that values progress, reflection, and growth.

The concept of recursive feedback is central here. “Recursive” suggests repetition, loops, and cycles. In learning, recursive feedback means students are not left with a single grade or comment; instead, they receive ongoing responses to their work, which they use to refine and reapply knowledge. Each cycle of feedback strengthens their understanding and gives them a clearer pathway toward mastery. For example, in a MAPEH (Music, Arts, PE, Health) class, a teacher might assign weekly performance tasks or reflective journals. Instead of waiting until the end of the grading period, the teacher provides targeted comments each week. Students can immediately act on these suggestions, revisit their work, and resubmit improved versions.

Digital platforms amplify this approach. Tools like Google Classroom, Edmodo, or Moodle allow teachers to provide quick, individualized feedback on quizzes and assignments. Many systems also include analytics dashboards that show progress over time, allowing students to visualize their learning journey. These tools demonstrate how continuous assessment and recursive feedback work together to create a more learner-centered environment.

Ultimately, continuous assessment as recursive feedback reframes evaluation as an ongoing dialogue rather than a final verdict. It supports learners in becoming active participants in their own growth, ensuring that every assessment moment is also a learning opportunity.