The aim of this action research study was to test the hypothesis that students who take an active part in the feedback process will increase their metacognitive development and raise their achievement. Individuals were given a self-assessment proforma and asked to self-assess their assignments for content and structure, prior to submission. Active engagement with the feedback process was also gained through individuals setting goals for each new assignment based on previous feedback, in an attempt to promote double-loop learning, a strategy purported by Argyris (1982) to increase metacognitive development. As hypothesised, the study found some evidence to support the central premise that actively engaging with the feedback process increases metacognitive development and raises achievement. However, limitations of the study are recognised and recommendations for further research are put forward.
How to Cite
Thirtle S., (2014) “Self-Assessment in Learning: The Relationship Between Active Feedback Strategies And Metacognitive Development”, Teaching in Lifelong Learning 6(1). doi: https://doi.org/10.5920/till.2014.615