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