One of the most powerful practices in formative assessment is the use of recursive feedback, a process where feedback is not a one time event but part of a continuous learning loop. Recursive feedback is grounded in the idea that learning improves over time when students have the opportunity to revisit their work, answer to feedback, and make purposeful revisions.

This is aligned with formative assessment, which aims to support learning during the process, not just measure it at the end. For example: In a writing class, students might submit an initial draft of an argumentative essay. The teacher provides specific, actionable comments about structure, clarity, and evidence use. Students then review and resubmit, focusing on those elements. The teacher gives a second round of feedback, now targeting tone and coherence. Through two or three iterations, the student refines both their understanding of the task and the final product.

As a result, students are more likely to take ownership of their learning and see feedback as a meaningful part of their growth not a judgment.