Teacher Feedback: PTE Summarize Group Discussion Question with Sample Answers - Page 2

Your task

You will hear a group discussion. After listening, please summarize the discussion in your own words.

“Speaker 1: So I got my essay back last night, and honestly, the feedback shook me. I thought I’d done a solid job, but the comments made it seem like I’d missed the whole point. Speaker 2: Oh no, I’ve been there. It’s so frustrating when you put in the effort and still feel like the feedback is overly critical or unclear. Sometimes I read the comments three times and still don’t know what I did wrong. Speaker 3: That’s exactly how I felt last semester. I got vague remarks like “needs more depth” or “develop your argument”—but with no real examples. It left me confused and discouraged. Speaker 1: I think the problem is that feedback is often rushed. Lecturers have so many papers to mark, and we end up with general advice that doesn’t really help us improve. Speaker 2: I started booking one-on-one sessions with my professors to talk through the feedback. It’s a bit awkward at first, but they usually explain what they meant in more detail, and that makes it clearer. Speaker 3: Yeah, face-to-face feedback makes a huge difference. I also began using a feedback log. After each assignment, I write down the common suggestions—like “add more critical analysis” or “clarify structure”—and then I check that list when working on the next piece. Speaker 1: That’s smart. I’ve noticed that when I actually act on past feedback, my grades go up. It’s just hard not to take criticism personally sometimes. Speaker 2: Absolutely. We’re not used to seeing our work dissected so openly. But I’ve learned to treat it as a growth tool, not a personal attack. Speaker 3: Same. I also think we should be given examples of strong writing alongside our feedback. If we’re told our introduction is weak, show us a strong one from a past student. That comparison helps. Speaker 1: Yes! Without a benchmark, it’s hard to know what “good” looks like. Maybe we can suggest this in our student rep meeting—request clearer rubrics, examples, and more personalized feedback. Speaker 2: That would definitely help. If we’re expected to improve, we need a bit more guidance on how to do that. Speaker 3: Agreed. Feedback can be powerful—but only if we know how to interpret it and apply it constructively.”

30 community answers with AI feedback

SCORE 13/16

topic about the three people mainly discussed was about the essay feedback class. firstly, the first speaker mentioned that after attending the essay class, he had taken the feedback class, which where he missed the whole point, but the feedback didn't come as he accepted. and then he also mentioned that the problem faced in feedback session is often the lecturers are in rush so there are many papers to rush to see them and it is very difficult for them to even give feedback on one-on-one personally and here then the second speaker mentioned that sometimes read the comments more but it will be no help for him and he also mentioned that he had good one-on-one session with professor so that it can be helpful for him by taking guidance and giving personal feedback which will help him get his desired score in next essay class. he also mentioned that growth feedbacks will help in growth but not to attack personally. he mentioned that if the feedback is given genuinely then even if it is bad it is very good to correct it next time. then the third speaker mentioned that after each essay write down the feedback so that it can be helpful for her to check it once after the completion of the exam. you also mentioned that comparison helps if the previous person speaks better in production and next one speaks better body they can compare it and they can add into one of the essay and to conclude these the speakers all agreed that feedback can be powerful if it is given well-known and well-known by professors and group and here they also mentioned that giving examples and personally feedback will help them more.

AI Feedback

Content:

The response captures the main ideas and some details from the discussion, but it includes some inaccuracies and lacks coherence in connecting the ideas. There are attempts to paraphrase but they are not fully successful, leading to some confusion.

Oral Fluency:

The speech has a generally smooth rhythm with few hesitations, although there are some pauses that slightly affect the flow.

Pronunciation:

The pronunciation is clear and natural, with precise articulation, making the response easy to understand.

SCORE 13/16

the group discussion was about feedback given on an essay where in the first student says that he got some solid feedback but ended up feeling sad and discouraged. speaker 2 says that it is actually sad that you put in so much effort but criticism actually hits. speaker 3 then says that last semester she felt the same where she got weird feedbacks, vague remarks and instead what confused and discouraged? speaker 1 then said that he believes that feedback is often rushed since lecturers have a huge lot of papers to greet plus they give general advice. speaker 2 agrees by saying that he actually saves time and effort by going on one-on-one sessions with professors about feedback. speaker 3 agrees by saying that he also feels that he is to face definition always helps and that feedback can help her future assignments by maintaining the law. speaker 1 then joins the discussion back by saying that acting on feedback actually boosts his grade up. speaker 2 says that works is dissected which makes him feel bad and speaker 3 then says that examples of strong writing would actually help instead of just general remarks and weight discussions, benchmarks help all three agree. and in the end, the summarize by saying that they must suggest in the upcoming student representative meetings that clear rubrics should be given for writing essays, personalized feedback should be given, not generic ones, and guidance should be provided by professors as and when we be. therefore, they all agree that applying feedback constructively is what will help boost their dreams and not just taking it critically.

AI Feedback

Content:

The response clearly captures the main ideas of the discussion and reflects good comprehension, but some details were inaccurately paraphrased or presented in a confusing manner.

Oral Fluency:

The speech demonstrates a generally smooth rhythm with few hesitations, though some pauses affected the overall flow.

Pronunciation:

The pronunciation is mostly accurate with minor mispronunciations that do not significantly affect understanding.

SCORE 13/16

the given discussion is about the feedback that the three students received on their essays. according to first speaker, he received bad comments which he never expected. but what he mentions is that these feedbacks are in a way a general advice, which is not exactly helpful. so what he decides as a solution is that act on past feedbacks. once you receive a feedback, make a feedback log, then understand that feedback and up implement that feedback in the upcoming essay. he also mentions to it, it is very important to understand the benchmark so that they can improve better the next time. according to speaker 2, he mentions that he has also been there. he has also got, had also got bad remarks on his essays. but one on one sessions with the professors helped him a lot. he also mentioned that using a growth tool would be helpful and taking guidance from his superiors is the most helpful thing while writing an essay. according to speaker 3, she got bad remarks, but for her, these remarks were quite vague as she wasn't able to understand and implement those feedbacks into her essays. so she decided to maintain a feedback log, few mentions that in order to get this thing correct, the professors need to give them practical examples of how they can use these feedbacks to improve their writing tasks. so in conclusion, all three of them agreed that the feedback should be more of for in a practical manner and nature as compared to just vague responses to their essays that would be more helpful for them in the upcoming essays.

AI Feedback

Content:

The response captures the main ideas and details of the discussion well, demonstrating good comprehension. However, there are minor inaccuracies and some ideas could be better synthesized.

Oral Fluency:

The speech is generally fluent with some pauses, but overall maintains a good rhythm and is understandable.

Pronunciation:

Pronunciation is mostly clear with minor mispronunciations that do not significantly affect understanding.

SCORE 13/16

So, basically in this lectures, in this discussion, these three people are discussing about the feedbacks which they receive. On submitting their essays. So, the first one, the first speaker is saying about that I recei that he received a very negative feedback about his essay which he submitted last night. That the feedback says that he missed the whole point and he fi, he felt it quite frustrating because that feedback does not give him a proper conclusion that what he had done wrong. And the second speaker is saying that, yes. These vague remarks does not help them. So, they should be given a proper example and a proper guidance that what they had done wrong, so that they don't feel discouraged. Then the first speaker is saying that he had, uh, done booking one-on-one sessions so that the lecturer gives him a proper details and proper explanation about his work and about his essays, so that he can get a proper feedback and cannot attempt good in next time essay. So, the second speaker is agreeing that yes, face to face feedback is very improving and they can get to common suggestions and they can get to proper feedback. So, the third speaker says that by, you know, like working on past feedbacks, their grades go up and they felt quite good. So, by learning from past feedbacks, they felt personal growth, but they should not take those feedback as a personal attack. So, they are saying that more guidance and a proper comparison with good students can help us. By getting good ways.

AI Feedback

Content:

The response captures the main ideas of the discussion but lacks some detail and depth in connecting the perspectives of the speakers. It shows adequate comprehension but could benefit from more specific examples and clearer organization.

Oral Fluency:

The speech has a smooth rhythm with only a few minor hesitations, demonstrating a good level of fluency.

Pronunciation:

Pronunciation is clear and natural with precise articulation, making it easy to understand.

SCORE 13/16

The given discussion is among three people who are discussing about their sa feedback. The first speaker mentions that he got his feedback and to his shock, he completely missed the whole point. According to the feedback, he further mentions that he ended up with general advice and was not able to decode it. He further mentions that to act on the past feedback and not take criticism personally has really helped him to make changes and grow in his feedback and essay. He further adds that he requests clear and more personalized feedback from the professor so that he can improve. The second speaker also agrees with the first speaker and mentions that he was completely frustrated last time when he was doing his essay. He also read the comments three times and was still unsure of what it really meant. He suggest one-on-one feedback sessions so that he can improve. He also adds that grow tools and not personal attack should be the theory we keep in mind while taking feedback. The third speaker also agrees with the two speaker and mentions that she also has this explanation. Which left her discouraged in the last semester. Then she preferred to have face-to-face feedback, which makes a huge difference. She also write down suggestions from the professor and work on it. She further mentions that if we were told that we are weak at our personal portfolios, then we would improve there. She summarizes by saying feedback should be able to improve us and make us good.

AI Feedback

Content:

The response clearly captures the main ideas and some important details of the discussion, reflecting good comprehension. It is mostly paraphrased in the user's own words, though a few minor inconsistencies are present.

Oral Fluency:

The user demonstrates a good level of fluency with few hesitations, although there are occasional pauses that slightly affect the overall rhythm.

Pronunciation:

Pronunciation is mostly clear and accurate, with only minor mispronunciations that do not significantly affect understanding.

SCORE 13/16

in the lecture, discussed the feedback that the students were getting from the professors. speaker one said that when he got his essay back, he was very surprised as the feedback was not clear and he was unsure as what he did wrong in the lecture. he said that, lectures have a lot of students to check which is why they do not have enough time to personally check and provide feedback to each and every student individually. he said that it was hard not to take criticism personally. speaker second mentioned that his feedback was also overly critical and he did not know what he did wrong in the paper. he said that he was starting to book one to one sessions with professor so that he could use criticism as a growth process and not as a personal attack. he said that interpretation and constructive application of feedbacks is one of the ways to apply it properly. speaker third mentioned that he also caught many vague remarks such as not clear, apply some depth and he was very unsure as to what he was doing wrong. she said that she was maintaining a feedback log where she would use to write, suggestions and would use these comments on the next piece. she said that a benchmark is important because without benchmark it becomes very unclear. overall the discussion was about the way comments the professors provided the end of the test and how it stops students and they were also discussing these in which they can solve this problem. thank you.

AI Feedback

Content:

The response captures the main topic and most individual opinions, but lacks some synthesis of perspectives.

Oral Fluency:

The speech has a few hesitations but maintains a mostly fluent rhythm.

Pronunciation:

There are minor mispronunciations, but overall articulation is mostly clear.

SCORE 13/16

the conversation here was about comments which appeared on the speaker's essay after he submitted them. he feels that the comments were critical but rather than that, the feedbacks were unclear with vague remarks and it needed more clearance and it just told about the general issues with the essay which he didn't understand what was the problem. he had put in too much work and hard work into that essay, but he's not getting the result he expected, but also he's not getting to know what mistakes he has done in that essays. it only carried some way, remarks like needed more depth and needed more critical analysis and other things. the speaker also suggests that general advice doesn't help in building a better essay or to perform more in the next one. so they are suggesting a solution that face-to-face feedback will make a huge difference. so the interpreter or the critic can give to clear advices on how to perform and where they have lacked the efficiency or systemic writing methods. so to classify structure and critical analysis, the can provide more on the subjects. so it's hard to not take it personal and while criticism can be helpful, it is really hard not to take it personal comparison helps it needs a bit of benchmark and personalized feedback without something to compare it is harder to make it better and rather than taking it personally we should apply it to construct.

AI Feedback

Content:

The response captures the main ideas and some details from the discussion, but it includes a few inaccuracies and lacks some coherence in organization. While it demonstrates good comprehension, it does not fully synthesize the perspectives.

Oral Fluency:

The speech has a smooth rhythm with only a few minor hesitations, indicating good fluency overall.

Pronunciation:

Pronunciation is clear and natural with precise articulation, making it easy to understand.

SCORE 13/16

The three speakers are discussing about the feedback which they have got from the last exam. Speaker One is sharing his bad experience about the feedback which he has received from the past. Uh, speaker Two is also unclear about the feedback which he has received from this professor. Speaker Three speaks about the last semester feedback which she has received. Um, where she has got some comments like Need more Depth, where she doesn't know where, how where and how she has to apply those feedbacks. So, Speaker one says that the feedback, which they receives from the lecturers, they are all rushed. And Speaker two says that they have, he generally needs to, uh, schedule one-on-ones uh, with the lecturers to understand in DETA about the feedback received. Uh, speaker Three agrees that there should be a face to face feedback, uh, so that she can maintain a feedback log on the comments, which is received by the lecturers past feedback. Uh, speaker one says that the past feedback helps him to have some improvements on the next grade exams. Uh, and also see, Speaker Three says that, uh, writing constructive feedbacks will help, uh, her her to grow, have some growth. So, uh, in conclusion speaker one, uh, and two and three, they, uh, agree that there should be some benchmark and constructive feedback approach, uh, to have, uh, them improvise on their feedback mechanism.

AI Feedback

Content:

The response captures the main ideas of the discussion but lacks some detail and depth in the synthesis of different perspectives. While it reflects good comprehension, it could benefit from a more organized structure and clearer connections between ideas.

Oral Fluency:

The response demonstrates a mostly fluent delivery with few hesitations, but there are moments where the flow could be improved for a smoother experience.

Pronunciation:

The pronunciation is clear and natural with precise articulation, showing a high level of proficiency.

SCORE 13/16

here the lecture explains about how they have written an essay and about the different feedbacks. the first speaker says that he has written an essay well but the feedback made him wonder that where it went wrong because of the comments put by the professor. the second person also agreed with that. he also don't know how he has written something good and he got comments like it made him confused his entire writing. the third person also agree with that. the first person says that so many papers are bad to mark and they don't give the feedback in a proper way. so he had made an appointment with one of the professor whereas the third person says that it is important to make a face-to-face feedback session with the professor so you will get to know the facts more deeper. the second person says that he has been using growth tools to find out the perfect solution for writing the particular concept. the third person says that we should get more examples on how to write the particular concept. second person says that without a benchmark it is hard and we need a better rubrics to write the different concept. the first person also agreed with that we should put this ideas to the professor for a better writing and to get a proper feedback. the third person also says and agrees with all of that saying that more over the feedback should be in a constructive way.

AI Feedback

Content:

The response captures the main ideas and details of the discussion but lacks some clarity and organization in connecting the points. There are minor inaccuracies and a focus on individual perspectives rather than synthesizing them effectively.

Oral Fluency:

The speech has a smooth rhythm with few hesitations, though there are occasional pauses that slightly affect the overall flow.

Pronunciation:

Pronunciation is clear and natural with precise articulation, making the response easy to understand.

SCORE 13/16

feedback is an essential thing in a student life cycle. in their semesters, when they're not doing good, the lecturers usually give them a way feedback, which is not representing their actual work, but it's a general advice, like do better. it's not, or something around the way comments, which puts student into the pressure because they cannot understand what the actual context behind it is because they are not given points to improve on what they did wrong. so this creates a more of an absurdity in terms of realization on what they need to improve. even though one-on-one sessions claim to have a benefit as you get to know the actual idea behind the generic advice of a lecturer. but it doesn't help the greater audience who even cannot go to one-on-one session but also has other things to do. so the best thing to come up from this feedback during their exams or during their lectures is to give a proper feedback i'm making them understand what they actually meant and it's not a vague advice rather than a brief comment on what can be improved since this could make students understand the context for better and they can find the areas to work on and they can improve on it by adapting to those remarks and this this will not only be a game changer, but it will also help students etching better scores.

AI Feedback

Content:

The response captures the main ideas of the discussion and includes some details, but it has a few inaccuracies and lacks coherence in connecting ideas effectively. While it reflects a good understanding, it does not synthesize perspectives as thoroughly as a higher score would require.

Oral Fluency:

The speech has a mostly smooth rhythm with few hesitations, but there are some pauses that affect the overall fluency slightly.

Pronunciation:

The pronunciation is clear and natural, with precise articulation, showing a high level of proficiency in spoken English.