In the rapidly evolving discussion about AI in education, we’re seeing increasing attention to feedback literacy—how students understand, process and use feedback. Yet there’s a significant omission in our professional and research conversations: the specific prompts and contexts used when implementing AI in feedback processes.
The undocumented element
When reviewing research on AI and feedback practices, I’ve noticed that while authors usually document which language models were used and what outcomes were measured, they rarely describe exactly how the AI was instructed and prepared. Consider the difference between these two prompts:
Approach 1: “Give me feedback on my assignment.”
Approach 2: “You are a caring personal tutor who I want to give me critical but supportive feedback on the introduction section of my assignment. I’ve attached Carless & Boud’s (2018) feedback literacy framework to inform your response. Don’t rewrite my work but suggest changes that would align this writing with the assignment aims (see attached guidance). I’ve also included the grading rubric for reference.”
The difference is substantial. The second approach essentially guides the AI to function within the principles of feedback literacy that we value in education, yet our research narratives often fail to capture these crucial distinctions.
Prompt design as an extension of feedback literacy
When working with my students, I’ve found that teaching them to build effective prompts connects to Carless and Boud’s (2018) feedback literacy framework. Students who create detailed, context-rich prompts are demonstrating several key aspects of feedback literacy:
- Appreciating feedback: They understand what constitutes helpful feedback
- Making judgments: They’re selecting relevant contextual materials to inform the feedback
- Managing affect: They’re setting parameters about how feedback should be delivered
- Taking action: They’re focusing the feedback toward actionable improvement
From a teaching perspective, thoughtful prompt design can enhance the design dimension of formative feedback (structuring feedback for uptake), the relational dimension (establishing supportive communication), and the pragmatic dimension (making efficient use of resources). See Carless and Winstone’s (2020) framework for teacher feedback literacy.
Integrating prompt design into teaching practice
Instead of looking at AI solely as a challenge to academic integrity or as a simple productivity tool, we could more productively treat prompt design as a pedagogical opportunity. When we teach students to build more nuanced prompts that incorporate assignment contexts, assessment criteria, and theoretical frameworks, we’re cultivating the feedback literacy skills that feedback processes are intended to develop.
In my classes, I now explicitly discuss prompt design with students, sharing worked examples and analysing what makes certain prompts more effective than others. This approach transforms AI from a potential shortcut into a tool that encourages metacognitive reflection about what makes feedback valuable and actionable. I’m also modelling what I believe to be a responsible and ethical approach to using AI to support learning.
Looking forward
As we continue exploring AI applications in education, documenting and analysing our prompting strategies will become increasingly important. This isn’t just about technological proficiency—it’s about aligning our use of AI with established educational principles and frameworks for effective feedback.
The question isn’t simply whether students should use AI for feedback, but how we can help them use it in ways that genuinely enhance their learning. The thoughtful design of prompts represents a significant yet under-explored aspect of feedback literacy in the context of AI-supported learning.
Carless, D., & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315-1325. https://doi.org/10.1080/02602938.2018.1463354
Carless, D. (2020). From teacher transmission of information to student feedback literacy: Activating the learner role in feedback processes. Active Learning in Higher Education, 1-11. https://doi.org/10.1177/1469787420945845
Carless, D., & Winstone, N. (2020). Teacher feedback literacy and its interplay with student feedback literacy. Teaching in Higher Education. https://doi.org/10.1080/13562517.2020.1782372