Giving Feedback on Animations
Animation is a powerful way for students to explain ideas, but the learning happens through reflection as much as creation.
Good feedback helps students understand what worked, what needs improving, and how to develop their thinking. This guide focuses on feedback that is clear, manageable, and useful in everyday classroom settings.
Who this is for
This guide is useful if you mark digital work, use peer review, teach creative or explanatory projects, or want feedback routines that work across mixed-ability classes.
The examples focus on animation projects, but most approaches also apply to other Brush Ninja tools.
Why feedback matters in animation
Animation combines drawing, sequencing, timing, and explanation. Without feedback, students often judge success only by how the animation looks.
With feedback, they begin to think about clarity, accuracy, communication choices, and improvement over time. This turns creative output into evidence of learning rather than just a finished product.
Setting expectations early
Feedback works best when students know what you are looking for before they start.
At the beginning of a project, explain a small number of success criteria. For example, whether the idea is clear, whether the movement is easy to follow, whether the animation loops smoothly, and whether the content is accurate.
Write these somewhere visible and refer back to them during the lesson. This makes feedback feel fair, predictable, and focused on learning rather than opinion.
A simple feedback structure
Many teachers find it helpful to use a consistent structure:
What works → What could improve → What to try next
This keeps feedback balanced and actionable. Students quickly learn how to read and respond to it, and teachers avoid writing long or unfocused comments.
Short, specific statements are usually more effective than detailed explanations.
Giving feedback during lessons
During creation time, brief conversations are often the most effective form of feedback.
Walking around and asking simple questions such as “What is happening here?” or “What should the viewer notice?” prompts reflection without interrupting the flow of work. These moments help students clarify their intent and notice issues early.
Avoid taking control of the drawing or animation. The goal is to guide thinking, not fix the work for them.
Feedback on submitted work
When reviewing exported animations, focus on a small number of points. Long comments are rarely read carefully and can feel overwhelming.
A good rule is one positive observation, one improvement suggestion, and one next step. Where possible, refer to a specific part of the animation so students know exactly what you mean.
This keeps marking manageable and helps students understand how to improve.
Using rubrics and checklists
Simple rubrics can support consistent feedback, especially across larger groups.
Limit criteria to what matters most, such as clarity of explanation, visual readability, use of movement, and completion. Share the rubric in advance so students can self-check before submitting.
Rubrics work best as guidance, not as long scoring sheets.
Peer feedback and review
Peer feedback can be valuable when expectations are clear.
Start by modelling what helpful feedback looks like and set clear rules around kindness and specificity. A simple structure such as “one thing that worked, one thing to improve, one question” helps students avoid vague comments.
Keep early peer review short and focused, especially with younger students.
Using gallery sessions
Short gallery sessions work well with animation.
Students view each other’s work on screens or a shared board and respond to a small number of prompts. This helps them see different approaches, learn from peers, and develop visual literacy.
These sessions are most effective when they are time-limited and linked to the success criteria.
Feedback on process, not just outcome
Some students work hard but struggle to produce polished animations.
Make sure feedback recognises progress, effort, and problem-solving, not just the final result. Comments that acknowledge improvement over time encourage persistence and confidence.
Supporting students who find feedback difficult
Not all students respond well to criticism.
For these learners, start with strengths, give one clear target, and allow time to improve. Private feedback is often more effective than public comments. Small, achievable next steps help build trust.
Managing feedback workload
Digital work can quickly become overwhelming to mark.
To keep feedback sustainable, rotate focus groups, give detailed feedback on selected tasks, and use whole-class feedback for common issues. Reusing comment phrasing can also save time.
Not every piece of work needs detailed individual feedback.
Making feedback feed forward
Feedback is most useful when it connects to the next task.
Encourage students to read previous comments, choose one thing to improve, and apply it in their next animation. Asking what changed since last time helps make feedback part of an ongoing learning process.
