You review and edit JeddAI's draft feedback by treating it as a first draft, not a final verdict: read each comment against the student's work and your rubric, keep what is accurate, rewrite anything off-target, adjust the tone, and confirm the mark before you release it.
Why does JeddAI give you a draft instead of a finished comment?
JeddAI gives you a draft because feedback is a professional judgement, and that judgement stays with the teacher. The tool reads the student’s work against the rubric, success criteria and comment banks you have set up, then drafts marking and comments as a starting point. Nothing is finalised for a student until you have read it, changed what you want and approved it.
This design matters for two reasons. First, an AI draft can be fluent yet wrong: it may miss a subtle argument, over-praise a thin paragraph, or apply a criterion too generously. Second, feedback is a relationship. You know the student, their history and what they are ready to hear next. The review step is where your knowledge of the class turns a general draft into feedback that actually moves a particular student forward.
What should you check first when you review a draft?
Check accuracy against the student’s actual work before anything else. Read each comment beside the paragraph it refers to and confirm the draft is describing what the student really did, not a plausible-sounding version of it. The fastest way to lose trust in any marking assistant is to pass on a comment that praises evidence the student never supplied or flags an error that is not there.
Then check the substance of the judgement. Ask whether the strengths named are genuinely the strengths, whether the next steps are the most important ones for this task, and whether anything significant has been missed. Keep the comments that are accurate and useful, sharpen the ones that are close, and delete anything vague or off-target rather than leaving filler in the final feedback.
- Does each comment point to something actually in the student's work?
- Are the named strengths the real strengths, or just the easy ones?
- Is the most important next step present, and near the top?
- Has the draft missed anything you would have flagged yourself?
- Is there generic filler you can cut without losing meaning?
How do you keep the mark aligned to your rubric and success criteria?
Keep the mark aligned by treating the rubric, not the draft, as the source of truth. Because JeddAI marks against the criteria and standards you provide, most of the alignment work happens up front when your rubric and success criteria are clear and specific. At review time, confirm that the band or mark the draft has landed on matches the descriptor the work actually meets, and adjust it whenever your judgement differs.
Consistency across the class is the real payoff here. In standards-referenced assessment, whether against an Australian Curriculum achievement standard or a NESA or VCAA marking guideline, the mark should reflect the quality of the work, not its position in your marking pile. Reviewing every draft against the same criteria helps the thirtieth script be judged on the same basis as the first, which is exactly the consistency that is hardest to hold by hand.
How do you edit the tone so it sounds like your own feedback?
Edit the tone so the feedback sounds like you by adjusting voice, warmth and level for the specific student. A draft tends toward a neutral, even register, but your students are used to hearing from you. Rework the opening so it recognises effort where it is due, soften or firm up the wording to match what this learner needs, and swap in the phrasing you would naturally use.
Pitch the language to the year level and the individual as well. A Year 7 student and a Year 12 student need different vocabulary and different amounts of scaffolding, and a discouraged student needs a different balance of praise and challenge from one who is coasting. These are judgements only you can make, and they are quick to apply once the accurate content is already on the page.
What review routine keeps a whole class fast and consistent?
A simple, repeatable routine keeps review both fast and consistent: skim, verify, edit, approve. Skim the draft to get its overall shape, verify the mark and the key claims against the work, edit the tone and the one or two next steps that matter, then approve and move on. Resisting the urge to rewrite every draft from scratch is what preserves the time the tool is meant to save.
It also helps to review in one focused sitting where you can. Working through a set in a consistent state of mind, against the same rubric, keeps your standard steady from first script to last, in the same way anchor scripts do in hand marking. If your faculty moderates, a quick swap of a few reviewed pieces confirms your edited judgements line up with a colleague’s.
- Skim first for the overall shape before editing anything.
- Verify the mark and main claims against the student's work.
- Edit tone and keep one or two priority next steps; cut the rest.
- Approve, then move on rather than polishing endlessly.
- Spot-check your first and last few scripts to keep the standard even.
How does staying in control protect your professional judgement?
Staying in control protects your professional judgement because the final feedback is authored, checked and owned by you, not automated around you. AITSL’s professional standards place teacher judgement at the centre of assessing and reporting on learning, and a review-and-edit workflow keeps it there. The draft removes the repetitive first pass; the decisions about what is true, what matters and how to say it remain yours.
That is the balance a tool like JeddAI is built around: it drafts marking and feedback against your own rubric, success criteria and comment banks so you refine rather than start from a blank page, and you confirm every mark and comment before a student sees it. If you want to save marking time while keeping the final say, you can Get started with JeddAI.
| Element of the draft | Keep it when | Edit or cut it when |
|---|---|---|
| Overall comment | It captures the real strengths and the main next step | It is generic or could describe almost any student's work |
| Specific praise | It points to something genuinely in the work | It praises evidence or ideas the student did not include |
| Suggested next steps | They target the most important improvement for this task | There are too many, or they miss the priority issue |
| The mark or band | It matches the descriptor the work actually meets | Your judgement of the work differs from the draft |
| Tone and wording | It suits the student's year level and needs | It sounds impersonal or is pitched at the wrong level |
Frequently asked questions
Do I have to accept JeddAI's mark, or can I change it?
You can change it. The draft mark is a starting point; you confirm or adjust the mark and the comments before anything reaches a student, so the final result is your decision.
How long should reviewing a draft take?
Usually much less than marking from scratch, because the accurate content is already drafted. Most of your time goes into verifying the mark and tailoring tone and next steps, rather than composing feedback line by line.
What if a draft comment is simply wrong?
Delete or rewrite it. Treat anything inaccurate the way you would a slip in your own notes, and over time tightening your rubric and comment banks reduces how often it happens.
Will students know the feedback started as an AI draft?
The feedback students receive is the version you have reviewed, edited and approved, so it reflects your judgement and voice. How you talk to students about your use of tools is a professional and school-policy decision.
Does editing every draft defeat the point of using AI?
No. Reviewing and lightly editing a solid draft is far faster than writing every comment yourself, and it keeps quality and consistency high. The aim is to remove repetitive work, not the teacher.
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