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For me, feedback feels most helpful when it’s encouraging, specific, and focused on how I can improve rather than what I did wrong. I really appreciate when someone takes the time to notice what I did well and then gives clear suggestions for what to work on next. It makes me feel supported instead of judged.

To make feedback more inclusive and safe for everyone, I think we should offer options like written comments, voice notes, or short check-ins since not everyone processes feedback the same way. Using kind, growth-focused language is also really important.

Tori Campeau

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Actionable, encouraging and strengthens based! 

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Actionable, encouraging and strengthens based! 

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Feedback that is strengths-based, actionable, and encouraging! Highlighting positive elements motivates learners to continue progressing, while actionable steps focus on authentic improvements rather than personal opinions or preferences.

Tools should be clear, specific, and use inclusive, supportive language. Detailed, strengths-based comments help learners implement changes effectively and recognize their growth between assignments.

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I think feedback feels most helpful when it’s supportive, specific, and focused on growth instead of just pointing out mistakes. It helps when the person giving feedback recognizes the effort that went into the work and gives clear ideas for how to make it stronger. I also find it more meaningful when it feels like a conversation rather than just comments on a page — when there’s a chance to reflect or ask questions. Feedback that feels caring and respectful makes it easier to actually take it in and use it to improve.

To make feedback tools more inclusive and safe for everyone, they should offer options and flexibility. For example, some students might prefer audio or video feedback so they can hear tone and emotion, while others might want written notes they can reread later. Allowing students to choose how they get feedback can make the process feel more comfortable. Tools should also be easy to read, accessible for all learners, and framed in a positive way that builds confidence. The goal should be to make everyone feel valued, supported, and capable of growing.

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I find peer evaluation can feel extremely daunting and a lot of us worry about upsetting others or recieve feedback that is very discouraging. Having an anonymous option can be a great way to feel safe and secure. I love getting feedback in the "hamburger" form as it is great to have two great points with some areas of improvement in between.

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For me, feedback feels most helpful when it is kind, specific, and focused on growth. I appreciate when someone notices what is working well before offering suggestions for improvement. It makes me feel supported instead of judged. I also think feedback should feel like a conversation, something that helps both people reflect and learn, not just a one-way critique.

To make feedback more inclusive, I believe we need tools that create a sense of choice and safety. For example, giving students the option to share feedback in different ways, such as voice notes, short videos, or anonymous written comments, can help everyone feel more comfortable. Using guided prompts like “One thing you did well” and “One idea to make it even better” keeps the tone positive and respectful.

Most importantly, feedback should make learners feel valued and understood. When people know their voice matters, it builds trust and encourages everyone to keep learning and growing together.

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I think of my feedback and an offer of an opinion, and I don't always expect my opinion to be accepted. When providing feedback to peers I aim to highlight the positives, which include the positive opportunities to improve. I also aim to keep my feedback simple and clear to understand.

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Be caring and supportive, remember that the assessing is going to a person who has feelings and may take what was written the wrong way, depending on how it’s written, it’s really easy to misunderstand written feedback.

Focus on the positives, provide encouragement, and give feedback that helps to grow not discourage

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I like feedback that allows me to clearly see the mistake or area for improvement. An example of the correction would also be helpful. I prefer to hear the truth. Video and written feedback are inclusive in my opinion, and offer sessions for students who need additional support.

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To me feedback is helpful when it is specific and focused on how I can improve rather than just pointing out what I did wrong. I like it when someone first states where I can improve, I feel more supported and encourged to improve myself. The tone of the feedback really plays an important role to me because it helps me grows. I believe there should be the feedback tools that promotes inclusion along with safety, for example providing clarity, and encourging

Providing the type of feedback that is perfered by others such as knowing what kind of feedback your students/peer would like. The inclusive feedback toold would help learners to be seen, respected and motivated and not to be disencourged.

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I believe the most effective feedback highlights both strengths and weaknesses. Feedback that is specific about where I am doing well and where I can improve is the most motivational. Feedback that only addresses where I am doing well may make me feel good, but it does not support my learning or the goal to improve my work. Drawing specific details from my work allows me to reflect on specific details and aspects more clearly than I would attempting to reflect on the work as a whole.

Using language such as "I noticed.." rather than "You did.." removes feelings of being judged or attacked in the feedback. Creating a safe space for learning and growth is the most important objective of feedback.

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I've learned to make feedback helpful and supportive appropriate language is essential. Being respectful by highlighting strengths and what next steps should be taken. To promote inclusion feedback can be offered in multiple means to accommodate the diverse needs and communication styles. When feedback is supportive and positive it helps individuals feel good about themselves and motivated to succeed. By Carla Iovio

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Honest feedback, that provides clear expectations and what works, doesn't work and the way forward. Being open to discuss and collaborate.

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I think feedback feels most helpful when it’s specific and kind instead of just pointing out what isn't done well. When someone takes the time to explain what worked well and gives clear next steps, it feels supportive and motivating. I have been using Kritik in some of my courses, and I appreciate when they mention something specific they liked, related to or suggest how I could improve, it shows they actually took the time to read it and made an effort to give me motivating feedback. To make feedback more inclusive and safe, we could design tools that let students choose how they receive feedback and give them space to respond or self-reflect. Using clear, positive language makes a big difference, especially for learners who might already feel unsure or discouraged. Overall, feedback should make students feel seen, valued, and capable and not judged.

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Feedback plays an important role for me, especially in areas where I struggle. I value feedback that is specific and guides me in the right direction. Positive feedback also motivates me to put in more effort and strive to meet expectations.

RM

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The best feedback is given by peers or educators who are engaging deeply with the work you create. When feedback is given by a person who is interested in the work, they tend to think more deeply about it and reflect on how it can be improved in detailed ways. Often, they will ask questions that help me to think about shortcomings in my own work. Some of the worst feedback I have received was not negative, it was actually just too sparse for me to actually improve anything. the best feedback involves discussion, inquiry, and reflection on the part of the work's author; it cannot be superficial.

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Feedback feels helpful when the suggestions or clear. The more clear the suggestions allows for us to grow and achieve the end goal. The more detail will allow for us to really dig into the assignments and it shows there is a value in the growth mindset. I think offering different ways to provide the feedback and also an opportunity to be anonymous. Using kind wording and growth focused language is always helpful and inclusive.

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Feedback should be specific and descriptive. It should tell me where I am doing great and where I can improve. For me I really appreciate when the person giving feedback takes their time puts effort in their feedback. Lastly, the input should be kind respectful not directly rude or entirely negative.

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From what I’ve learned, feedback feels truly helpful and supportive when it’s clear, actionable, and focused on growth instead of just pointing out errors. It’s important that feedback recognizes what someone is doing well and offers kind, specific suggestions they can actually use to improve. When feedback is given with empathy and respect, it feels safer and more encouraging, making it easier to listen and learn.

To create feedback tools that promote inclusion and safety for everyone, I think it’s key to design them so they respect different ways people communicate and learn. For example, allowing people to give and receive feedback anonymously or in different formats can help everyone feel comfortable.

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Helpful and supportive feedback focuses on growth rather than judgment. When feedback emphasizes progress, effort, and learning over perfection, students feel encouraged to keep trying and improving. Effective feedback highlights what the learner is doing well, identifies specific next steps, and reinforces the idea that ability develops with practice.

Ultimately, both feedback and schooling should be centered on growth, confidence, and belonging, helping every learner see themselves as capable and valued.

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For me, feedback is most supportive and helpful when I can tell that it comes from a genuine place.

I can tell it comes from a genuiune place when it is kind and specific.

Kindness is key when giving constructive criticism to create a supportive and positive environment through your feedback.

It's also important to appreciate and suggest edits on specific elements so that the person receiving feedback has actionable steps to take.

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I think feedback is most helpful when it focuses on growth instead of mistakes. I like when feedback starts by mentioning what went well, followed by clear and kind suggestions for improvement. This approach helps me feel safe, valued, and motivated to try again.

To make feedback more inclusive, it should offer choices like written comments, or check-ins. This way, everyone can share or receive feedback in a way that works best for them. When feedback feels like a conversation rather than criticism, it promotes learning and builds confidence for all learners.

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I’ve learned that the best feedback doesn’t sound like an evaluation, it feels like a conversation. When someone shares their thoughts honestly but with care, it helps me see my work differently without feeling discouraged. I think helpful feedback balances honesty with kindness , it tells me what’s strong, what could grow, and how to get there.

I also think inclusion starts with how we listen. Not everyone expresses feedback the same way, so giving people different ways to share, like voice notes, short comments, or even emojis, can make a big difference. At its core, feedback should remind us that we’re learning with each other, not competing against each other. :)

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Helpful feedback feels like a conversation not a critique. I value comments that highlight what’s working and offer clear, kind suggestions for improvement. It’s motivating when feedback is specific and focused on growth. When feedback feels safe and personalized, it helps every learner feel seen and capable of growing.

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I feel like feedback can be effective when it is utilizing teaching based practices to become more catered and personalized, fostering inclusivity. Carefull feedback should be encorouged more than bland, and relaxed feedback. Teaching based practices should be applied alongside feedback, with tools to support student learning. Feedback should foster, not only remind, and feedback can be really effective and a game changer if used in such a way. Providing feedback with a open mind, being open to change and looking from multiple perspectives, not "fixing", but fostering.

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I believe peer feedback should be honest and “keep it real.” When I share my interpretation or understanding of someone’s work, I’m analyzing it based on my own knowledge and perspective of the topic. My goal is to offer suggestions that highlight what might be missing or could be improved in a way that remains positive, supportive, and educational. Constructive feedback helps everyone grow, it’s about learning from each other rather than criticizing

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Source: https://www.leadingsapiens.com/effective-constructive-feedback/

Throughout my academic years, I feel like "constructive" is the best word to describe how a feedback should be. A feedback should be descriptive, straight-to-the-point, and transparent. The feedback should stay objective and relevant to the goals.

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Feedback plays a vital role in my growth as a learner. It challenges me to reflect deeply on my work, recognize my strengths, and identify areas for improvement. I value knowing what I did well and what could be enhanced, as this balance helps me refine my practice. I also understand that assessors view my work through a different lens, offering perspectives that support my ongoing development. When I give feedback, I aim to be constructive and reflective. I might ask, “How could you design this to be more inclusive?” or “What changes could make this activity more accessible for all learners?” My goal is to encourage others to think critically and make their work more equitable and inclusive.

When I give feedback, I believe in starting with the positives and recognizing the effort that went into the work. I like to understand the route the person took—their process, thinking, and intentions. I believe work should be presented and shared by the creator, allowing them to highlight their strengths, skills, and areas they are proud of. This approach encourages confidence and supports growth through constructive dialogue.

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Based on what I have learned and know about feedback, constructive criticism, words of encouragement, detailed and specific, helpful tips going forward, and prompts and/or resources to help scaffold future learning to fill learning gaps and address areas of learning goals that were missed makes feedback feel helpful and supportive.

We can design feedback tools that use simple, clear, and respectful language. We can also provide options for the individuals being evaluated by the rubric, give them a choice on how they would prefer to receive feedback, audio, meeting one on one, written, etc,. Providing an assessment in the form of a quick survey could help gather information on what they believe would be most beneficial to their learning.

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For me, helpful feedback feels kind, specific, and encouraging. I appreciate when it highlights what I’m doing well before suggesting areas for growth because it makes me feel valued and motivated to improve. I think feedback becomes truly supportive when it focuses on progress rather than perfection and gives me something clear to work on next.

To design feedback tools that promote inclusion and safety, I believe it’s important to create spaces where every learner feels respected and heard. Using simple rubrics, reflection prompts, and choice in how students respond can help make feedback less intimidating. I also like the idea of including self-assessment or peer reflection so students take part in the process it builds trust, ownership, and confidence.

When feedback is framed with empathy and curiosity, it helps all learners grow, not just academically but emotionally too.

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I found the feedback on my assignment thoughtful and supportive. I feel positive about it, as it helped me identify areas for growth and improvement while also making me feel valued. The respectful tone made it easier to engage with the suggestions and reflect on my learning.

When giving feedback to others, I start by providing positive comments and highlighting their strengths, as I believe this approach builds confidence and fosters appreciation for their work. I also believe that including a self-evaluation component encourages learners to reflect on their own progress, which further strengthens their confidence and sense of achievement.

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Helpful and supportive feedback is clear, kind, and specific. It points out what was done well and offers practical suggestions for improvement. It explains why something is effective or how it can be better. Supportive feedback uses positive language to encourage growth rather than criticize. It respects the effort put in and helps the person feel motivated to keep learning.

To design feedback tools that promote inclusion and safety for all learners, the tools need to be easy to understand and respectful. Using plain language helps make sure everyone can follow the feedback, regardless of their background or ability. The tool should include space for both strengths and suggestions for improvement, so students feel recognized and supported. Offering different ways to give feedback, such as written comments, checklists, or audio recordings, helps meet different communication styles. It’s also important that feedback focuses on learning goals instead of just scores or grades. Tools should encourage self-reflection and peer support, creating a safe space where learners feel comfortable sharing and receiving feedback. Overall, inclusive feedback tools make sure every student feels valued and empowered to grow.

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I honestly love feedback! I enjoy giving it to others, especially when it’s about something I’m confident in. I know some people think giving feedback is hard because they don’t want to hurt someone’s feelings, but I see it differently. When someone gives me feedback, it feels like they’re putting money in my pocket — it helps me grow and learn. Even if the feedback is negative, I don’t take it too personally. As adults, I think it’s important to take what’s useful and just let go of the rest.

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When I read feedback, I feel the most helped and supported when the feedback is encouraging and specific. I find that if the feedback is only focused on the negative points, then I get discouraged and disappointed that the work I put in isn't being recognized. But, when I am given specific feedback that not only gives me tips on how to improve, but also recognizes the positive pieces of my work, I feel supported and ready to take the feedback and use it.

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I really enjoy getting feedback from others because it helps me learn and grow. Feedback feels most helpful when it’s specific, and actionable. I especially appreciate when the person giving feedback recognizes my effort and highlights what I did well and then suggesting ways to improve. To make feedback tools inclusive and safe for everyone, I think they should focus on growth rather than judgment. Using plain language, leaving space for reflection, and supporting dialogue helps learners with different backgrounds or abilities feel comfortable. When feedback feels thoughtful, caring, and supportive, it’s easier to accept and actually use it to improve my work.

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Helpful feedback is specific, constructive, and focused on growth rather than judgment. It feels most supportive when it recognizes strengths before suggesting improvements, and when it invites dialogue instead of imposing criticism. Feedback that is framed with empathy helps learners feel valued and motivated to improve. To design feedback tools that promote inclusion and safety, we can use anonymous or structured formats that encourage respectful communication, provide clear criteria, and model positive language. Incorporating reflection prompts and self-assessment opportunities also empowers students and peers to take ownership of their learning in a supportive environment.

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For me, feedback feel helpful when it is kind, specific and focused on growth rather than simply pointing out what went wrong. I appreciate when someone takes the time to notice what I have done well and the offers clear, actionable suggestions for how to improve. This makes one feel supported instead of being judged.

I also feel feedback as helpful and supportive when it feels like a conversation, where I am able to reflect, ask questions etc, rather than just receiving comments alone. To make feedback tools more inclusive, I believe we as educators should use correct language and provide flexibility in how we offer feedback.