Feedback with Metacognitive Strategies

Sisquiarco, Rojas, and Abad (2018) found that feedback, which included recommendations for cognitive and metacognitive strategies, had a positive impact on the oral presentations and confidence of sixth grade students in Medellin, Colombia. Data analysis shows that the strategies-based feedback correlated with a significant increase in students’ abilities to both self-evaluate and self-monitor their performance. This analysis illustrates that strategies-based feedback helped students to identify the progress they made, and to notice effective strategies that they implemented to achieve this progress. By including both cognitive and metacognitive strategies as integral parts of the feedback, the researchers provided the sixth grade students with steps and actions they could follow as their worked toward their goals. (Sisquiarco, Rojas, & Abad, 2018)

This action based research shares several elements with my study plan for my action based research this winter. The researchers included two self-assessment rubrics as part of their methodology. The researchers also included an instrument (interview) to measure student’s perceptions of their progress with applying their strategies and improving their oral performance. My study will also include two self-assessment rubrics (addressing mathematical skills and students’ abilities to share and defend mathematical thinking) and two instruments (short response surveys) to measure individual student’s perceptions of their growth. (Sisquiarco, Rojas, & Abad, 2018)

I had not considered including strategies-based feedback in addition to the mathematics curriculum rubric until I reviewed this article. Two metacognitive strategies that I may want to borrow from this study are: “I can assess my strengths and weaknesses after …” [solving mathematical problems on a unit assessment] and “I can make a plan for …” [solving multi-step mathematical problems]. This additional piece of feedback and reflection may help students realize that two steps toward reaching their goals are developing their metacognitive skills by making a plan to solve challenging problems, and understanding how well they are able to self-evaluate. (Sisquiarco, Rojas, & Abad, 2018)

Reference

Sisquiarco, A., Rojas, S. S., & Abad, J. V. (2018). Influence of Strategies-Based Feedback in Students’ Oral Performance.HOW,25(1), 93-113. doi:10.19183/how.25.1.402