Strange to assume GP didn’t read the article. I did, and I have these similar questions: 1. How do I, as a student receiving this teacher feedback, know how s

Strange to assume GP didn’t read the article. I did, and I have these similar questions: 1. How do I, as a student receiving this teacher feedback, know how seriously to take it? How do I know when it indicates I should spend an additional revision cycle on it, versus on another assignment (possibly from another teacher)? 2. Assuming I can figure out how to evaluate severity of the feedback and the relative amount of improvement I should do, how is this better than just a grade letter telling me how much further I can (or should) go? 3. The class still culminates in a letter grade, no? So doesn’t this create a potentially super-high-stakes environment, where I need to be damned sure I understand what the cumulative feedback I’ve received means, in terms of final letter grade? This honestly reminds me of the phenomenon of doing end-of-year self assessments on a 1-5 scale and having to turn that in to a manager before receiving the “real” 1-5 scale evaluation from them. Massively long feedback loops, massively high stakes and opportunity for misalignment. Why the heck would you not want early and frequent evaluation? Maybe it would help for me to understand specific examples of the assignment feedback given to students. I just see way too much risk for students to hear “you’re fine; a couple rough spots, but everyone has those, no big deal” only to flunk the class at the end of the year in a massive surprise.