Feedback & Commentary

Generate written feedback, progress comments, and report card language that is specific, constructive, and aligned to learning outcomes.

Replace [STUDENT], [SUBJECT], and [SKILL/OUTCOME] with the relevant details before using any of these prompts.

Strength-based comment

Start feedback with what the student did well. Use when writing positive, evidence-based comments.

Write 3 strength-based feedback comments for [STUDENT] in [SUBJECT] focused on their progress with [SKILL/OUTCOME].

Growth-area comment

Name a specific area for improvement with next steps. Use alongside strength-based feedback.

Write a constructive growth-area comment for [STUDENT] in [SUBJECT] about [SKILL/OUTCOME] that names one specific next step.

Report card paragraph

Full report card language for a reporting cycle. Use at the end of a term or semester.

Write a report card paragraph for [STUDENT] in [SUBJECT] summarising their engagement, progress, and next steps with [SKILL/OUTCOME].

Progress comment (mid-term)

Quick check-in comment for mid-cycle reporting. Use for interim progress updates.

Write a brief mid-term progress comment for [STUDENT] in [SUBJECT] that acknowledges effort and flags one area to focus on regarding [SKILL/OUTCOME].

Parent-friendly summary

Plain-language feedback for families. Use when communicating with parents or carers.

Rewrite this feedback about [STUDENT] in [SUBJECT] on [SKILL/OUTCOME] in parent-friendly language that avoids jargon and focuses on what the student can do.

Conference talking points

Prepare for a student-led or parent-teacher conference. Use before scheduled meetings.

Generate 4 talking points for a conference about [STUDENT]'s progress in [SUBJECT] with a focus on [SKILL/OUTCOME].

Feedforward prompt

Future-focused feedback rather than backward-looking. Use when you want to emphasise next steps.

Write a feedforward comment for [STUDENT] in [SUBJECT] that identifies one thing to keep doing and one thing to try next with [SKILL/OUTCOME].

Differentiated comment set

Feedback at three proficiency levels. Use when writing comments for a range of learners.

Write three versions of a feedback comment for [SKILL/OUTCOME] in [SUBJECT]: one for a student who is beginning, one who is developing, and one who is extending.

Effort and process feedback

Acknowledge the learning process, not just the product. Use when effort and persistence matter.

Write a feedback comment for [STUDENT] in [SUBJECT] that specifically praises the learning process and effort applied to [SKILL/OUTCOME], not just the final result.

IEP / learning-plan aligned comment

Feedback tied to individual learning goals. Use for students with individual education plans.

Write a progress comment for [STUDENT] in [SUBJECT] that directly references their individual learning goal around [SKILL/OUTCOME].