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Who is this for?
Who is this for?
Audience: staff giving feedback, and (secondarily) students trying to use feedback.
Goal: show how GenAI can help with feedback without replacing academic judgement or breaking data rules.
Key ideas
Key ideas
AI is good at phrasing, structuring and varying tone.
AI is not good at deciding grades or making discipline-specific judgments. That stays with you.
Students can use AI to turn your comments into an action plan.
Everything below is tool-agnostic: “any chat-based AI that can read text you paste in.”
- Staff: drafting clearer feedback
Pattern 1 – Structure this feedback
Pattern 1 – Structure this feedback
You write short notes while marking: “missing analysis”, “weak intro”, “good use of data”.
Paste notes + task + marking criteria into AI.
Ask:
“Turn these marking notes into clear, supportive feedback for a level [4/5/6] UK HE student. Group comments by criterion. Keep it under 200 words.”Edit for accuracy and tone.
Why: faster, more consistent feedback across a cohort.
Pattern 2 – Vary the tone / make it student-friendly
Pattern 2 – Vary the tone / make it student-friendly
Paste your draft feedback.
Ask:
“Rewrite this feedback to be clearer and more encouraging, keeping all critique. UK spelling.”Check the result — AI can be too positive → re-balance.
Why: good for large groups / widening participation.
Pattern 3 – Generate feed-forward
Pattern 3 – Generate feed-forward
Paste the student’s task and your feedback.
Ask:
“Based on this feedback, write a short ‘next time’ section for the student.”Add discipline-specific advice.
Why: makes it easier for students to act on feedback.
2. Students: making feedback actionable
2. Students: making feedback actionable
Point students to this (paste into VLE):
Using your feedback with AI
Copy your lecturer’s feedback.
Ask AI: “Turn this into a step-by-step plan to improve my next assignment on this module.”
Ask AI: “Show me an example paragraph that fixes issue #1.”
Do the work yourself.
Keep the original feedback attached — we mark from that.
Link to: For students → Using AI in your assignments and How to acknowledge GenAI.
3. Data & privacy
3. Data & privacy
Don’t paste identifiable student work into public AI tools unless your institution says it’s OK.
Instead, paste your notes and let AI help you phrase them.
For placement / clinical / practice tasks → anonymise or use approved/enterprise AI.
For full guidance, see Core guidance → Data, privacy, copyright & accessibility (UK HE).
4. Rubrics / checklist addition
4. Rubrics / checklist addition
Add a small row to your rubric:
Use of feedback / reflection
Student shows they understood and acted on feedback. AI support, if used, is acknowledged.
This connects to the Process-Driven Assessment approach: students can include “AI helped me unpack feedback” in their process pack.
5. When not to use AI for feedback
5. When not to use AI for feedback
When your institution does not permit it
Very sensitive work (placements, case work, live subjects)
Work containing patient/service-user data
Borderline/misconduct cases
Viva/oral performance where tone matters
Say in the brief: “Feedback will not be AI-assisted for this task.”
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