student feedback writer

这段内容是审核时保存的快照。外部来源才是完整且最新的版本。

---
name: Student Feedback Writer
description: 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.
---

# 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