AI writing collaborator: feedback partner

This Bento Box engages students with an AI generated feedback on a substantive draft as part of the editing and proofreading stage of the academic writing process. Students are guided to make evaluative judgements and explain their rationale in applying the feedback to their own writing, acknowledging the use of AI. Finally, students participate in peer discussions to explore the opportunities and challenges of using AI-generated feedback to inform academic writing.

Students are provided with the prompt ‘AI Mentor Gives Feedback’ from Mollick & Mollick (2024).

This Bento can be used alongside other AI-themed Bentos that correspond to different stages of the writing process, such as AI Writing Collaborator: Option Generator and AI writing collaborator: research assistant.

AI writing collaborator: feedback partner	Contains:	Content to prepare:
	Learning activity description for students Task 1: Use AI responsibly as a Monash student Task 2: Create your feedback mentor (provided prompt) Task 3: Engage with your feedback mentor Task 4: Make feedback judgements (H5P) Task 5: Apply feedback Task 6: Discuss with your peers (Forum)	Instructions from a specific writing task or essay topic Rubric or marking criteria Students need a substantive draft for the activity
Estimated time to set up: 15 minutes

Key pedagogical principles

Bento Boxes are grounded in constructivist learning theory, where students build their own understanding through active engagement and interaction.

• Inclusive design: AI technology offers multiple representations (e.g., text, examples, analogies, and possibly audio). Students can interact with either text or audio accommodating different communication preferences, aligned with Universal Design for Learning (UDL) principles.
• Feedback literacy: Students interpret, evaluate, and apply feedback from the AI mentor, which directly builds their feedback literacy skills.
• Student agency and self-regulation: Students set goals, monitor drafts for utility and synthesis options, engaging in metacognitive practices and taking ownership of their learning.
• Critical AI literacy: Students are encouraged to assess the strengths and limitations of AI-generated feedback and practice acknowledging the use of AI, promoting responsible and informed use of AI in education.
• Dialogic learning: Peer discussions about the use of AI for feedback fosters collaborative meaning-making and critical comparison of experiences, enriching the learning process.
• Scaffolded inquiry: The structured “Bento Box” framework provides guided stages for engaging with feedback, supporting deeper inquiry and critical thinking.

Explore this Bento in Action

Instructions to set up your Bento Box

	Prepare content Identify a specific writing task for the activity, including instructions, marking criteria or rubric. Students will need to provide their own substantive draft for the activity, or you could provide an example to use.
	Update learning activity overview Update the activity name and description to contextualise the activity within your unit. Outline connections to learning outcomes or assessment tasks to make the purpose of the activity clear to students.
	Update Task 3: Engage with your AI mentor Provide unit-specific writing task instructions, marking criteria or rubric (from step 1), as either text or link to documents for students to access. Students require these details for prompting the AI tool.
	Engage in the forum discussion Review student posts, provide feedback, and prompt deeper critical evaluation (e.g., accuracy, usefulness, and how they used the AI output).

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