student-feedback

Student Feedback Skill

Feedback changes learning only when it's specific, prioritised, and actionable. This skill writes comments that tell a student what worked, the one or two things to fix next, and exactly how — in a tone that keeps them motivated.

Working from a brief

Given the work (or a description of it) and the level, write the full feedback anyway. If the actual work isn't pasted, give a strong model of well-structured feedback and note it should be grounded in the specific submission. No empty "[comment]" placeholders.

Required Inputs

Ask for (if not already provided):

• The student work (or a description) and the assignment / objective it's graded against
• Grade or level and tone (encouraging for a struggling student; more rigorous for advanced)
• Rubric or criteria if one exists
• Purpose (a grade with comments, a draft for revision, formative coaching)

Output Format

Glow — what's working (be specific)

2–3 concrete strengths tied to the work ("your thesis in paragraph 1 is arguable and clear"), not "good job."

Grow — the priority fixes

The 1–3 highest-leverage changes, in order. For each: what to change, why it matters, and a concrete example or model of the better version. Don't list every error — prioritise.

Your next step

One specific, doable action for the next draft or assignment ("in your next essay, start each paragraph with a claim, then evidence").

Optional: a sentence of encouragement

Genuine, growth-oriented ("you're close — tightening your evidence will lift this a whole level"), not empty praise.

If a rubric was given, map the feedback to its criteria.

Quality Checks

• [ ] Strengths and fixes are specific to the actual work, not generic
• [ ] Prioritises the few changes that matter — doesn't drown the student in every error
• [ ] Each "grow" point says why and shows how
• [ ] Ends with one clear, actionable next step
• [ ] Tone is honest and motivating, matched to the student

Anti-Patterns

• "Good job!" / "Needs work" with nothing concrete
• Marking every single error so the student can't see what matters
• Criticism with no model of the better version
• A tone that discourages instead of pointing forward