Giving helpful feedback
In proficiency-based courses, feedback is the bridge between Not Yet and the next level. Good feedback names the objective, cites evidence in the work, and states what stronger evidence would look like—without turning the comment into a point ledger.
Anchor comments to objectives
For each objective on the assignment:
- State the proficiency level you are assigning and why (what evidence supports it).
- If the work is not yet at the target level, describe one or two concrete improvements—not a laundry list of every flaw.
- Invite revision when your policy allows it, and note deadlines or attempt limits.
Language that supports revision
| Instead of… | Try… |
|---|---|
| “You didn’t explain X.” | “To reach Satisfactory on this objective, include a worked example that shows X.” |
| “This is wrong.” | “The argument does not yet connect claim to data; add a sentence that cites Table 2.” |
| “Minus 5 points.” | “Current level: Not Yet — missing comparison to the control case.” |
In TeachFront
Use objective-level comments in the grading workspace so students see feedback beside the proficiency level you selected. Students reviewing grades in View your grade calculations see the same objective breakdown.
Next steps
- Communicating with families
- Reassessing and resubmissions (in progress)
- Review due date extensions when students need more time