Generate constructive, growth-oriented feedback for student work across all subjects
Generate constructive feedback for a student on [ASSIGNMENT TYPE]. Assignment Context: - Assignment type: [ESSAY/PROJECT/PRESENTATION/TEST/ARTWORK] - Subject: [SUBJECT] - Grade level: [GRADE] - Assignment requirements: [KEY REQUIREMENTS] - Student work description: [DESCRIBE STUDENT'S WORK] - Strengths observed: [WHAT'S WORKING] - Areas for improvement: [WHAT NEEDS WORK] - Student context: [ANY RELEVANT BACKGROUND] Generate comprehensive, growth-oriented feedback: **1. Opening (Strength Recognition)** [Warm, encouraging opening that acknowledges specific strengths] "Your work on [specific aspect] shows [positive quality]. I was particularly impressed by [specific example] because [why it's effective]." **2. Specific Praise** *Strength 1:* - What: [Specific element done well] - Why it's effective: [Explanation] - Quote/example: [From their work] *Strength 2:* [Same structure] *Strength 3:* [Same structure] **3. Constructive Feedback** *Area for Growth 1:* - Observation: [What you noticed - descriptive, not judgmental] - Impact: [Why this matters] - Suggestion: [Specific, actionable improvement] - Example: [Model of what improvement looks like] *Area for Growth 2:* [Same structure] *Area for Growth 3:* [Same structure] **4. Skill-Building Guidance** *For [skill that needs development]:* Step-by-step improvement: 1. [First step] 2. [Next step] 3. [Following step] Resources: - [Resource 1] - [Resource 2] Practice activity: [Suggested activity to build this skill] **5. Questions for Reflection** 1. [Question to prompt self-assessment] 2. [Question to encourage deeper thinking] 3. [Question about process/approach] **6. Goal Setting** *For next assignment, focus on:* - [ ] [Specific, achievable goal 1] - [ ] [Specific, achievable goal 2] - [ ] [Specific, achievable goal 3] **7. Revision Guidance (if applicable)** *Priority revisions:* 1. [Most important revision] 2. [Second priority] 3. [Third priority] *How to approach revision:* [Strategy for making improvements] **8. Encouragement & Growth Mindset** [Closing that emphasizes potential, effort, and growth] "Remember that [growth mindset message]. You've already shown [strength], and with [specific effort], you'll [achievable outcome]." **9. Grade/Score Explanation (if applicable)** | Criterion | Score | Notes | |-----------|-------|-------| | | | | *Overall:* [Grade with rationale] **10. Invitation for Follow-Up** [Open door for questions, conference, additional help] --- **Feedback Tone Check:** - [ ] Specific (not vague) - [ ] Balanced (strengths and growth areas) - [ ] Actionable (student knows what to do) - [ ] Encouraging (motivates rather than discourages) - [ ] Growth-oriented (focuses on improvement, not fixed traits) - [ ] Respectful (honors student effort and dignity)
Generate constructive feedback for a student on [ASSIGNMENT TYPE]. Assignment Context: - Assignment type: [ESSAY/PROJECT/PRESENTATION/TEST/ARTWORK] - Subject: [SUBJECT] - Grade level: [GRADE] - Assignment requirements: [KEY REQUIREMENTS] - Student work description: [DESCRIBE STUDENT'S WORK] - Strengths observed: [WHAT'S WORKING] - Areas for improvement: [WHAT NEEDS WORK] - Student context: [ANY RELEVANT BACKGROUND] Generate comprehensive, growth-oriented feedback: **1. Opening (Strength Recognition)** [Warm, encouraging opening that acknowledges specific strengths] "Your work on [specific aspect] shows [positive quality]. I was particularly impressed by [specific example] because [why it's effective]." **2. Specific Praise** *Strength 1:* - What: [Specific element done well] - Why it's effective: [Explanation] - Quote/example: [From their work] *Strength 2:* [Same structure] *Strength 3:* [Same structure] **3. Constructive Feedback** *Area for Growth 1:* - Observation: [What you noticed - descriptive, not judgmental] - Impact: [Why this matters] - Suggestion: [Specific, actionable improvement] - Example: [Model of what improvement looks like] *Area for Growth 2:* [Same structure] *Area for Growth 3:* [Same structure] **4. Skill-Building Guidance** *For [skill that needs development]:* Step-by-step improvement: 1. [First step] 2. [Next step] 3. [Following step] Resources: - [Resource 1] - [Resource 2] Practice activity: [Suggested activity to build this skill] **5. Questions for Reflection** 1. [Question to prompt self-assessment] 2. [Question to encourage deeper thinking] 3. [Question about process/approach] **6. Goal Setting** *For next assignment, focus on:* - [ ] [Specific, achievable goal 1] - [ ] [Specific, achievable goal 2] - [ ] [Specific, achievable goal 3] **7. Revision Guidance (if applicable)** *Priority revisions:* 1. [Most important revision] 2. [Second priority] 3. [Third priority] *How to approach revision:* [Strategy for making improvements] **8. Encouragement & Growth Mindset** [Closing that emphasizes potential, effort, and growth] "Remember that [growth mindset message]. You've already shown [strength], and with [specific effort], you'll [achievable outcome]." **9. Grade/Score Explanation (if applicable)** | Criterion | Score | Notes | |-----------|-------|-------| | | | | *Overall:* [Grade with rationale] **10. Invitation for Follow-Up** [Open door for questions, conference, additional help] --- **Feedback Tone Check:** - [ ] Specific (not vague) - [ ] Balanced (strengths and growth areas) - [ ] Actionable (student knows what to do) - [ ] Encouraging (motivates rather than discourages) - [ ] Growth-oriented (focuses on improvement, not fixed traits) - [ ] Respectful (honors student effort and dignity)
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