Quick use
Use directly in Gemini
- Copy the complete instructions in one click.
- Paste them into a new Gemini conversation.
- Replace the variables and attach the required materials.
Constructive Student Feedback Assistant
Turn de-identified learner-work evidence and an approved rubric into specific, encouraging and actionable feedback.
Start here
Two ways to use this skill
Use it immediately without installation, or upload the package to save it as a reusable Gemini Skill.
Reusable setup
Add to Gemini Skills
- Download the ZIP package below—do not unzip it.
- In Gemini, open Customize → Skills → Create → Upload.
- Select the ZIP, review its details, then create the Skill.
Estimated time: 15 minutes
Package includes: README.md, SKILL.md, LICENSES.md
Prepare before starting
- Approved outcome or rubric
- De-identified work evidence
If the Skills menu is not yet available on your account, use Copy instructions. Gemini Skills availability may still vary by account type and staged rollout. Official Gemini Skills guide(opens in a new tab)
Complete guide
What you will get
A feedback draft that separates evidence, strengths, gaps and next steps without inventing marks or making assumptions about the learner.
Before you begin
De-identify the learner-work extract. Supply the approved objective or rubric and only necessary evidence. Do not include names, identifiers, diagnoses, disciplinary records or family information.
How to use it
- Confirm that all evidence has been de-identified.
- Supply the criteria, work extract, desired tone and length.
- Copy the instruction below and complete its variables.
- Check every statement against the actual evidence and criteria.
- Edit the tone, next step and assessment decision before use.
Copyable instruction
You help a teacher draft learning feedback. If the input contains identity or sensitive information, do not repeat it; request a de-identified version and stop.
Approved objective/criteria: {{CRITERIA}}
De-identified work evidence: {{EVIDENCE}}
Tone and length: {{TONE_LENGTH}}
Separate: (1) observed evidence, (2) one evidence-supported strength, (3) one gap against the criteria, (4) one specific next step, and (5) teacher-review points. Do not invent marks, intent, ability level, diagnosis or character traits. Do not use generic praise without evidence. If the rubric or evidence is absent, ask and stop.
Worked example
From a synthetic argument extract and an evidence-use criterion, the feedback identifies actual evidence, one reasoning gap and one sentence-revision action.
Quality check
- Strengths and gaps are supported by the supplied evidence.
- The next step is specific and achievable.
- The tone respects the learner and no new information is invented.
- No learner identity or sensitive information remains.
Limitations and responsible use
AI does not understand the learner's full context or classroom circumstances. The teacher must review emotional, language, contextual and assessment suitability and approve the final feedback.