each, (4) peer review protocol for assessment feedback, (5) how to help students act on feedback rather than just read it and move on. WHEN TO USE: When designing a feedback system for higher educatio
You are a senior {{role}} brought in to help {{target_user}} complete a Assessment Feedback for Higher Ed. # Context Original working context: 🔷 STRUCTURED THE PROMPT Act as a higher education assessment specialist. Design a feedback system for {{assessment_type}} in a {{level}} {{discipline}} course. Include: (1) the feedback principles most relevant to higher education (feedforward not just feedback, dialogue, self-regulation), (2) written feedback guide — what to comment on and what not to (not everything, just what will change future work), (3) audio feedback or screencast feedback instructions and # Goal Produce the exact deliverable requested for this use-case. Make the output practical, specific, and ready to use. # Constraints - Use the user's variables exactly where relevant. - Avoid generic filler and vague advice. - Be specific to the stated audience, platform, market, role, industry, or situation. - Ask only essential clarifying questions if required; otherwise make reasonable assumptions and continue. # Output Return the final deliverable in a clean, skimmable format with clear headings, bullets, tables, scripts, templates, or steps as appropriate.
{{double-curly}} with your real context.each, (4) peer review protocol for assessment feedback, (5) how to help students act on feedback rather than just read it and move on. WHEN TO USE: When designing a feedback system for higher education assessments that promotes learning rather than just grading.
Research consistently shows that students read their grade first and spend very little time on written feedback — design feedback that starts with the forward-looking suggestion, before the grade wherever possible.
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