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where am I going? How am I doing? And what is the next step? Reviews have found that the
effect of feedback varies with its type, its timing, and its focus [8][9].

Feedback is more useful when it focuses on the task, the process, or self-regulation, rather
than on the attributes of the person. Instead of “you are weak at analysis”, say: “the

comparison names two differences but does not use a consistent criterion; reorganize the
table so that the two options are compared on cost, impact, and time.” That comment is

actionable and preserves the learner’s dignity.

AI can offer first comments on a draft against a rubric, but it may be overconfident, apply
the criterion inconsistently, or favor a particular style of writing. The comments must
therefore be tested against reference examples, it must be decided whether they are

advisory or count towards a grade, and the learner must be able to request an explanation
or a human review.

A good rubric describes performance criteria and levels of quality in observable language. It
is not enough for the levels to be “excellent, good, weak”. It must state what makes the

evidence complete, coherent, or accurate. A tool can propose the wording, but the teacher
ensures that the criteria reflect the learning outcome and do not reward decoration or
length.

Assessment that supports learning provides an opportunity to try again. If a learner receives

a comment after the task has ended and cannot apply it, the comment becomes an
explanation of the grade. But if they revise part of the work, solve a new example, or write

an improvement plan, the feedback becomes part of the learning itself.

FIGURE 6-5: THE FEEDBACK LOOP

What to notice: The loop links the goal, the current evidence, the next step, and a new

attempt.
A comment that leads to no further action remains educationally incomplete.
Source: Prepared by the author, drawing on established models of feedback [8][9].

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