| name | student-feedback |
| description | Write constructive, specific feedback on student work that motivates and tells the student exactly how to improve. Use when asked to give feedback on a student's work, write grading comments, respond to an essay or assignment, or coach a learner. Produces feedback that names concrete strengths, prioritises the few changes that matter most, and gives an actionable next step — warm in tone, growth-oriented, never just a grade. |
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
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
