In this activity, students learn how to effectively use AI tools to generate feedback on their own work. By formulating targeted prompts and asking questions, they develop not only their writing and reflection skills but also their AI literacy. The activity encourages critical thinking: students evaluate the quality of AI feedback and compare it with feedback from a teacher. This helps them not to trust AI blindly, but to use it consciously and strategically as a learning tool.
- Activity goal
- Assess | Practice skills | Reflect
- When
- In class
- Where
- Online
- Duration
- < 60 minutes| > 60 minutes
- Group size
- Small | Medium
Step-by-step plan
Step 1: Introduction
The teacher briefly explains what a good prompt is and the goal of the activity: students learn to use AI purposefully as a feedback provider and to critically assess the quality of that feedback. Optionally, show an example prompt and highlight the importance of a clear role, context, and assessment criteria (see tips & tricks).
Step 2: Getting started
Students formulate a targeted prompt in which they explicitly ask the AI to take on the role of a feedback provider (e.g., “You are a critical teacher…”). They then paste their own work into the chat and add relevant assessment criteria or a rubric.
Step 3: Collecting feedback
Students ask the AI to provide structured feedback on their work, focusing on strengths, areas for improvement, and concrete suggestions for improvement.
Step 4: Deepening
Students ask follow-up questions to clarify or deepen the feedback, for example by asking for examples, additional explanations, or further justification.
Step 5: Conclude with a brief reflection
Wrap up the activity together by discussing which parts were difficult, what helped make progress, and how students now feel about the course objectives. This makes the learning outcomes explicit.
Step 6: Reflection on feedback
Students assess the quality and usefulness of the AI feedback using targeted questions, such as:
- Is the feedback concrete and specific?
- Are comments substantiated and linked to the criteria?
- Is the feedback correct in terms of content?
- To what extent is the feedback useful for improving the work?
Example prompt:
You are an experienced teacher and assessor in the field of [field of study]. You provide constructive, honest, and concrete feedback on student work, with the aim of improving the work based on the criteria and steps I provide to you.
Below is my assignment:
[paste your text here]
Assess my work based on the following criteria:
[criterion 1, e.g., clarity of the main question]
[criterion 2, e.g., quality of argumentation]
[criterion 3, e.g., structure and organisation]
[criterion 4, e.g., use of sources]
Carry out the following steps:
- Give a brief general assessment of my work (max. 5 sentences).
- Then name the strengths, and for each point explain why it is strong.
- Then name the most important areas for improvement, and for each point explain why it needs improvement.
- For each point of improvement, provide concrete and actionable suggestions (i.e., what exactly should I do differently?).
- Where possible, refer to specific parts of my text.
Extra prompts:
- If my text is unclear, first ask clarifying questions before providing feedback.
- If something is already good, do not give general compliments but explain what makes it effective.
- Be specific and avoid vague feedback.
- I would especially like extra feedback on:
[e.g., my argumentation / introduction / conclusion]
