A new generation of assessment systems: Including continuous machine-mediated human assessment from multiple perspectives (peers, self, teacher, parents, invited experts etc.), and machine feedback (selected and supply response assessments, natural language processing). Student work can also be assessed through data mining techniques, analyzable either as individual progress, or comparisons across cohorts. Student are also offered just-in-time feedback, or assessment that is for learning (formative assessment) and not just of learning (summative assessment).

Narrating

The first recursive practice laid out by Gardner Campbell is one which almost every learner has been doing, with or without the help of their teacher. Narration is writing, blogging, retelling, journalling, reflecting; all of the wonderful writing that we ask our students to accomplish in order to prove not just to us, but to themselves that they are in fact learning. Gardner simply takes it one step farther and asks that we as educators practice narration as well.

Curating

Simply narrating isn’t enough to instill students with the sense that what they think and how they think will affect them for the rest of their lives. They must curate their learning, organize their thoughts, and arrange it in ways that make sense to them.

Sharing

Up until this point, a teacher could easily accomplish these recursive practices without technology, and to a certain extent sharing can be accomplished through many face to face strategies.

Feedback

I told you that Gardner Campbell laid out three recursive practices for effective teaching and learning, so why then is there a fourth one that I’ve included here? Transitioning to narrating, curating, and sharing on the web requires a crucial step that isn’t immediately apparent to some teachers who are used to the informal discussions and feedback that happens face to face in the classroom. For students and teacher to truly be immersed in what Gardner calls their own personal cyberinfrastructure, feedback from others is the extrinsic motivator that pushes individuals forward if they struggle to do so on their own. Gardner however, warns of providing too much feedback or “training wheels” that are often typically never matched with a gradual release of responsibility that allows students to struggle and grow on their own:

7 Key Characteristics Of Better Learning Feedback

by Grant Wiggins, Authentic Education

1. Quality learning feedback is goal-referenced

There is only feedback if a person has a goal, takes actions to achieve the goal, and gets goal-related information fed back. To talk of feedback, in other words, is to refer to some notable consequence of one’s actions, in light of an intent.

2. Quality learning feedback is transparent and tangible, value-neutral information about what happened
Therefore, any useful feedback system involves not only a clear goal, but transparent and tangible results related to the goal. Feedback to students (and teachers!) needs to be as concrete and obvious as the laughter or its absence is to the comedian and the hit or miss is to the Little League batter
3. Quality learning feedback provides actionable information
Thus, feedback is actionable information – data or facts that you can use to improve on your own since you likely missed something in the heat of the moment. No praise, no blame, no value judgment – helpful facts.
4. Quality learning feedback is user-friendly

Feedback is thus not of much value if the user cannot understand it or is overwhelmed by it, even if it is accurate in the eyes of experts or bystanders. Highly-technical feedback to a novice will seem odd, confusing, hard to decipher: describing the swing in baseball in terms of torque and other physics concepts to a 6-year-old will not likely yield a better hitter. On the other hand, generic ‘vagoo’ feedback is a contradiction in terms: I need to perceive the actionable, tangible details of what I did.

5. Quality learning feedback is timely

The sooner I get feedback, then, the better (in most cases). I don’t want to wait hours or days to find out which jokes they laughed at or didn’t, whether my students were attentive, or which part of my paper works and doesn’t. My caveat – “in most cases” – is meant to cover situations such as playing a piano piece in recital: I don’t want either my teacher or the audience to be barking out feedback as I perform. That’s why it is more precise to say that good feedback is “timely” rather than “immediate.”

6. Quality learning feedback is ongoing

It follows that the more I can get such timely feedback, in real-time, before it is too late, the better my ultimate performance will be – especially on complex performance that can never be mastered in a short amount of time and on a few attempts. That’s why we talk about powerful feedback loops in a sound learning system.

7. Quality learning feedback is consistent

For feedback to be useful it has to be consistent. Clearly, I can only monitor and adjust successfully if the information fed back to me is stable, unvarying in its accuracy, and trustworthy. In education this has a clear consequence: teachers have to be on the same page about what is quality work and what to say when the work is and is not up to standard. That can only come from teachers constantly looking at student work together, becoming more consistent (i.e. achieving inter-rater reliability) over time, and formalizing their judgments in highly-descriptive rubrics supported by anchor products and performances. By extension, if we want student-to-student feedback to be more helpful, students have to be trained the same way we train teachers to be consistent, using the same exemplars and rubrics.

https://www.teachthought.com/pedagogy/7-key-characteristics-of-better-learning-feedback/

http://www.techsavvyed.net/archives/2194

https://newlearningonline.com/e-learning/affordance-4-recursive-feedback