Good. Great. Needs Improvement. Exemplary.
Making Feedback Work for You (and Your Students)
“Good.” “Great.” “Nice try.” These quick responses might feel like feedback, but they don’t give students much to work with—or help them grow. The truth is, effective feedback isn’t just about checking a box; it’s about guiding students toward improvement while saving your own time and energy.
The best feedback does two things:
Helps students assess their learning and make changes.
Shapes how you teach or reteach concepts moving forward.
But let’s be real—giving meaningful, constructive feedback can feel like a marathon when you’re already balancing a million tasks. That’s why I’ve developed a system that’s both efficient and impactful. Here’s how it works:
Start with the Instructions
Every assignment began with a brief summary (just 3–5 sentences of instructions) that outlined the purpose of the assignment, the skills or concepts students should demonstrate, and how these relate to the course objectives. However, reminding myself of what these instructions included and what I listed in the rubric provides a clear context for the feedback that follows. I have to refresh my memory every time.
Spot the Patterns
As I grade, I track recurring trends—both accomplishments and common mistakes. These patterns become the basis for my “Trends and Improvements Report.” It’s a list of general feedback that applies to the whole class, stripped of any identifying details. Categories in the report often include:
Identifying the areas in which students made an effort and performed well.
Giving specific examples of ways to improve – and, where possible, how those improvement items are tied to a rubric or learning objective(s).
Encouraging students to ask questions if they need additional clarification or want to discuss the feedback provided.
Most often overlooked: Following up to see if the feedback was implemented from the last time the report was generated by giving students time to reflect and demonstrate their skills in future assignments.
Share the “Trends and Improvements Report”
This report is sent as a class announcement or email. It provides broad feedback and resources students can revisit to address gaps in learning. Sharing it ensures that everyone gets extra touchpoints for improvement, even before they dive into their personalized feedback.
Personalize, but Leverage the Report
When I write individual feedback, I reference the report as needed. For example, if a student struggles with a recurring issue, I can point them to the specific section of the report for additional support. This saves time while doubling the impact of my feedback.
Why It Works
This approach not only streamlines grading but also creates a feedback loop that’s actionable and motivating. Students see where they’ve succeeded, what they can improve, and how it all ties back to their learning goals. Plus, it keeps me from burning out by making the process more efficient.
Before Your Next Class:
Effective feedback doesn’t have to be exhausting. With a mix of personalized notes and whole-class insights, you can make your grading time count—for you and your students. It’s a win-win: clear guidance for them, a smoother process for you, and better learning outcomes all around. Feedback double whammy FTW!
Share this with that professor whose assessment matrix looks like they're planning a Mars landing, and SUBSCRIBE for bite-sized strategies delivered straight to your inbox. We're in this semester together.
