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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.

Published by mohitagw15856 ↗mohitagw15856/pm-claude-skills

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student-feedback

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Use student-feedback to write warm, actionable feedback on [student work and assignment], calibrated for [grade level and tone] and using [rubric and feedback purpose].

Required inputs

  • [student work and assignment]
  • [grade level and tone]
  • [rubric and feedback purpose]

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SKILL.md

name: student-feedbackdescription: "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

Example Trigger Phrases

  • "Give feedback on a student's work."
  • "Write grading comments."
  • "Respond to an essay."
  • "Coach a learner."