Feedback on Student Work
Turns marking into feedback a learner can act on, prioritised so they fix the thing that matters rather than the easiest thing.
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Running it, start to finish
- Paste the task, the rubric and the submission.
- Give the learner sections 1–7 and separate the grade from the feedback if you can.
- Collect section 8 across submissions and reteach what recurs.
What you get back
The output this produces, every time.
- Leads with one prioritised change rather than a list that gets acted on at the surface.
- Groups mechanical errors by rule, so the learner fixes a pattern rather than seven instances.
- Flags where a misunderstanding is probably class-wide and should be retaught, not marked repeatedly.
Getting better results
Where this usually goes wrong, and how to avoid it.
- Keep the one-thing to one thing. Expanding it into a list is the instinct, and it is precisely what makes feedback get skimmed for the easy fixes.
- Quote what worked. Section 2 is identification, not encouragement. Students frequently cannot tell which of their own choices was the good one.
- Read section 8 across the class. If the same gap appears repeatedly, marking it individually thirty times is the expensive way to not fix it.
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Written for The AI University. Every prompt in this library is original work — authored, tested and revised here, not collected from elsewhere. 365 of them, free with an account.