student-feedback

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.

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リポジトリ: mohitagw15856/pm-claude-skills
ソースの最終更新活動: 2026年6月21日 11:04
検出された SKILL.md の言語: 英語
スター: 1,320
フォーク: 232

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npx skills add https://github.com/mohitagw15856/pm-claude-skills --skill student-feedback

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SKILL.md

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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 - [ ] 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

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Build a freight rate that covers the cost of actually running the load — the per-mile economics, the deadhead and detention nobody prices, and the accessorials that decide whether the lane is profitable. Use when asked to quote a freight rate, price a lane, work out cost per mile, decide whether to accept a load, or explain why a lane is losing money. Produces the fully-loaded cost per mile, the lane economics including empty miles, the accessorial schedule, the break-even and target rate, and the accept-or-decline recommendation.

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