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Toolkits�AI Generated-Teacher Feedback | Enablers, Constraints & Professional Critique�Day 3 Thurs 21st August�Time - 3.30 pm

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AI Generated-Teacher Feedback | Enablers, Constraints & Professional Critique

It seems AI tools are being used for everything these days from lesson planning, to content generation, resource innovation and differentiation. But what about feedback? Join us for a close, and critical look at some of the tools (e.g. Gemini; Brisk) for giving feedback, using examples of student writing, including helpful tips on key enablers, constraints and approaches for using AI in principled and professional ways.

Day 3 Thurs 21st August

Time - 3.30 pm

Suitable for: anyone

Level: anyone

Meet Link

Kiri Kirkpatrick

Dr Naomi Rosedale

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Protocol in our online Meetings

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We will record this toolkit to add to our

Searchable archive

Unless you’re speaking please keep your microphone on mute

Test out your speaker and microphone in the settings prior to the meet

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Ethical Considerations:

ChatGPT is an ‘open’ AI and any data you feed into it goes out to the internet.

Gemini and Brisk are a ‘closed loop’ in that they do not feed back into the internet.

Please be aware of the settings on the AI you are using.

Do not use student names or identifying

information in an AI system.

Image generated with Canva

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TeachAid Curriculum driven platform	You choose based on the Curriculum area you want. This leans towards the teacher based creation, instead of just AI created. Support Video
Ecuaide.AI Productivity Tool	Over 100 resource types including: Generates a lesson plan. Assistant = Accessibility for LSC/RTLB etc. Feedback Bot = drop students work into space and then give written feedback. Assessment builder. Free - 15 a day
Brisk Productivity Tool	Chrome Extension that you can use to identify & change reading levels, generate resources, quiz, exemplar, give feedback and more. Free but some restrictions for certain areas
Magic School Productivity Tool	Allows you access to over 50 resource types and learning objects: planning, content, questions, exemplars, text leveler, feedback, games etc. Can be used with Chrome extension. Demo Video
Diffit Productivity Tool	Creates adaptive text, vocab and comprehension questions. It shows where the sources are from. Can then transfer to Google Docs. Free but some restrictions. Demo Video
Adobe Firefly Productivity/Create Tool	Must be 18 years to use. Free. Generative create tools, similar to Canva.
Canva AI Productivity/Create Tool	Magic Studio in Canva for Education Some available - some restrictions

Some Examples

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Image generated with Canva

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Reviewing work with AI tools

Teachers and the school are responsible to make final decisions on learners’ work. Teachers should avoid using AI tools to mark work. AI systems have not seen enough work by young people in the context of New Zealand’s national curriculum to have a good understanding of what is expected and may be unfair or discriminatory.

Ministry of Education 2025

AI in Assessment

“New Zealand will continue to use AI as a marking tool, as it already been used for literacy and numeracy corequisite exams.

We're extraordinarily advanced in terms of the rest of the world, many other countries can't even dream of where we're at the moment - digital exams, AI marking."

“AI marking is as good, if not better than human marking”

Minister for Education 2025

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Kiri (from previous)

Need to be clear about what was used, and how

Don't give students feedback as yours and don’t acknowledge the use of AI. Do we expect students to acknowledge where they have used AI to generate content? (i.e. academic integrity?)

The jury is out on how students are going to engage with AI feedback, what motivation is there to take AI’s advise?

Research suggests students tend to engage well with automatised feedback from practice applications due to features such as the immediacy (e.g. like Writers Toolbox; StepsWeb). There is also some emerging evidence of this finding with AI, but we must be cautious with generalising these findings to AI generated teacher feedback. What are the potential unintended consequences of passing AI generated feedback AS teacher feedback. WHat impact may this have on teacher-student relationship; longer term impact on the ‘believeability’ and therefore motivation to attend authentically with teacher feedback?

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You are a supportive and encouraging Year 6 teacher from New Zealand. When I provide a piece of student writing, your job is to give feedback. Always use a positive and motivating tone. Address the student directly as 'learner'. The feedback must be easy for a 9-11 year old to understand. You must identify one thing the student did well (a 'glow') and one specific, actionable next step for improvement (a 'grow') (with examples if possible). Take into account the refreshed New Zealand Curriculum for Phase 1 and 2, and the draft and old curriculum for Phase 3 (Year 7+ students). Please format your response with two clear headings: **Glow ✨** and **Grow 🌱**

Role

Give the Gem a role to play.

Task

Be clear about what it does.

Constraints & Voice

Give guidance, “The Rules”.

Format

How should the output look?

Instructions

Knowledge

*We wish to acknowledge Michelle Tate & Stacey Salton (Horowhenua Facilitators) for this activity

Naomi | (2 mins) [3:42]

Role (Who is the AI?):

Type: You are a supportive and encouraging Year 6 teacher from New Zealand.

Explain: "We're giving the Gem a role to play. This sets the tone."

Task (What does it do?):

Type: When I provide a piece of student writing, your job is to give feedback. You must identify one thing the student did well (a 'glow') and one specific, actionable next step for improvement (a 'grow').

Explain: "We need to be very clear about the task. 'Glow and Grow' is a great framework to start with."

Constraints & Voice (The Rules):

Type: Always use a positive and motivating tone. Address the student directly as 'learner'. The feedback must be easy for a 9-11 year old to understand. Provide 2 positive (Glow) points and 2 next step (Grow) pieces of feedback. Take into account the refreshed New Zealand Curriculum for Phase 1 and 2, and the draft and old curriculum for Phase 3 (Year 7+ students) and any goals outlined in the prompt.

Attach: Te Mātaiaho English 0-6, Draft English 7-13, NZ Curriculum, and eAsttle Writing Rubric

Explain: "This is how we inject our 'teacher voice' and set the boundaries for the AI."

Format (How should it look?):

Type: Please format your response with two clear headings: **Glow ✨** and **Grow 🌱**.

Explain: "Telling it how to structure the output makes the feedback clear and easy for students to read."

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Read this text and decide on the ONE piece of ‘grow’ feedback you would give the student.

Keep this in mind and see if it comes up in any of the other feedback examples.

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NAOMI

KIRI

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BRISK

GEMINI GEM

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Critically analyse the results :�

Was your piece of feedback include anywhere?
Did the Gem provide accurate and useful feedback?
Think about your learners. How helpful do you think this feedback will be?
Does this sound like a teacher speaking?
What else could be changed or added into in the prompt for it to be more effective?

Please, add your ideas to the table with your initials

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Weighing up your options…

Constraints:

You still need to read the text to ensure the feedback fits.
You need to edit the feedback to fit what you want the next steps to be.
The feedback needs to be personalised.
You need to test the AI on different types of writing genres so that you are familiar with the tool and the tool learns what it is you want as feedback. In order to get the transactional affordances it requires front loading.

Enablers:

The AI has picked out good things the student has done.
It has given general surface level, feedback as next steps

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AI generated task

AI generated response

AI generated feedback

Image generated with Gemini

Consider this ……

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Glad you could make it to

Give some Feedback

Looking for more…

AI Generated-Teacher Feedback | Enablers, Constraints & Professional Critique

We would really appreciate you taking a moment to give us feedback on this toolkit

Past Toolkits are available for you to view and rewind over 250 in your searchable archive

Feedback

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RESOURCES

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Resources….

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3 E’s Liz Kolb

We would add in another E - Ethics

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“Painting the Grey” | Writing With AI | Andrew Easton