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Student feedback writer

Skill SkillMedev/skills/skills/student-feedback-writer

The open Skill Me catalog — every hosted skill as a portable, MIT-licensed SKILL.md

Install
npx -y skills add SkillMedev/skills --skill student-feedback-writer

Assembled from the repository path, not quoted from the project. Check it against their README if it does not work.

One thing to look at

  • 4 stars4 stars. Stars are a popularity signal and not a quality one, but at this level it is likely that nobody has read this closely except its author, and you would be relying on your own review.

What its author says it does

Copied from the file, not written here

Writes specific, growth-oriented feedback on student work using the Glow-Grow-Go structure - evidence from the actual work, one improvement priority, and a concrete next action - sized to the context from draft comments to progress reports. Use when someone asks "write feedback on this essay", "help me comment on these lab reports", "draft progress report narratives", or "make this comment more useful to the student". Do NOT use for feedback to colleagues or direct reports at work - use feedback-writer instead; for formal employee performance reviews, use performance-review-writer; for building the scoring rubric itself, use rubric-builder.

SKILL.md

6.0 KB, as published. Nobody here has run it

Student Feedback Writer

Effective feedback closes the gap between where a student is and where they need to be. The costly failure this skill prevents is the comment that changes nothing: vague praise ("good job!") the student cannot repeat on purpose, and undirected criticism ("needs work") the student cannot act on - both read, both forgotten by the next assignment.

Operating procedure

Step 1: Gather inputs

  1. The student work itself, or representative excerpts (required - feedback without the work is guesswork; say so and ask for it).
  2. The assignment prompt and any rubric or objective it was scored against.
  3. Context: formative draft, summative grade, progress report, or peer-feedback modeling (default: formative draft).
  4. Grade level and anything known about the student's history with this skill (optional; label inferences about the student as guesses).
  5. Batch or single: for a batch, confirm one consistent template applies across students.

Step 2: Find the evidence before writing a word

Locate the specific sentence, calculation, choice, or moment that best shows what is working, and the one that best shows the highest-leverage gap. Feedback that could apply to any student in the class has no value to this student - if no work-specific evidence can be cited, return to Step 1.

Step 3: Draft in the Glow-Grow-Go structure

Three parts, each one to three sentences - this replaces the praise-criticism-praise "sandwich," which buries the actionable part and trains students to ignore openings:

  • Glow - what is working and why it works. Not perfunctory praise: name the specific technique, choice, or skill demonstrated, so the student can repeat it deliberately.
  • Grow - the single highest-leverage improvement. One thing, not five; a list of five fixes produces zero fixes.
  • Go - the Grow translated into a concrete action the student can take immediately, phrased as a step or a guiding question.

Order matters within Go: describe what is missing or unclear, then ask the question that leads the student to the solution - never rewrite the work for them.

Step 4: Match tone to context

  • Draft feedback: direct and developmental - the goal is revision, so be honest about what is not working.
  • Summative feedback: balance honesty with acknowledgment of effort and growth over time.
  • Progress reports: third person, addressing both parent and student.
  • Peer-feedback coaching: model the exact language students should use with each other.

Be warm and direct simultaneously; strip hedging that softens feedback into meaninglessness ("you might want to consider possibly...").

Step 5: Size to stakes

  • Formative draft comment: 3-6 sentences.
  • Summative end-of-unit: one short paragraph.
  • Progress report narrative: 2-4 sentences per subject area.
  • Portfolio or capstone: 2-3 paragraphs.

Longer is not more helpful; precision is more helpful.

Step 6: Screen for sensitive content

Flag any feedback touching behavior, family context, or learning differences, and recommend teacher review before delivery. Never speculate about a diagnosis or home situation in written feedback.

Worked contrast

Draft comment on a persuasive essay opening.

Bad: "Good introduction! Watch your grammar, and try to make your argument stronger. You might want to consider adding more evidence maybe. Keep it up!" Why it fails: the praise names nothing repeatable; three unranked complaints compete; every suggestion is hedged into optional; the student's next move is unknown.

Good: "Your opening question - 'What would you give up for one more hour of sleep?' - pulls the reader in because it creates a puzzle the essay then answers (Glow). The biggest opportunity is your second body paragraph: you claim later start times raise grades, but no source backs it, so a skeptical reader stalls there (Grow). Before revising, find one study or statistic on start times and grades, add it after your claim, and add a sentence saying what it proves (Go)." Why it works: cites the actual sentence, names why the technique works, picks one gap with the reason it matters, and ends with an action the student can do today.

Deliverable

Produce feedback as plain prose in the context-appropriate format and length: Glow-Grow-Go with work-specific evidence in each part. For batches, apply one consistent template so feedback is comparable across students, and attach a flag list of any comments needing teacher review for sensitive content.

Do NOT

  • Do not write praise that names no technique; "great work" teaches nothing and reads as filler by the third assignment.
  • Do not list more than one Grow; students fix one thing per cycle, and a list signals the work is hopeless.
  • Do not rewrite the student's sentences in the comment; it removes the learning and the ownership.
  • Do not hedge ("maybe", "you might possibly") - softened feedback is unactionable feedback.
  • Do not reuse a comment verbatim across students; if it fits everyone, it helps no one.
  • Do not put behavioral or family observations in written feedback without flagging for teacher review.

Quality bar

  • Every comment quotes or points to a specific place in the student's work.
  • Exactly one Grow, and the Go makes it executable today.
  • Length matches the stakes table in Step 5.
  • Tone is warm and direct with zero hedging phrases.
  • The comment could not be pasted onto a classmate's paper unchanged.

Keep looking

Skills are one crate of 328,083. Ordering is by how many stacks a row turns up in, so the top of any crate is what has actually been picked rather than what has the most stars.