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Abstract: This study tested two strategies meant to improve and increase students’ reading analysis skills, self-efficacy, and metacognition. The effect of teacher feedback and self-assessment has been researched and many studies have found that: a) feedback needs to be informative and not just give the correct answer and b) metacognition and self-efficacy are improved and more accurate when related to expectations and goals. However, there is a lack of this research at the high school level. Thus, this 9-week quasi-experimental research study sought to determine the effects of the methods of self-assessments and teacher feedback on students’ reading analysis skills, self-efficacy, and metacognition. This study used a pre/post-test design, included 55 ninth grade students in two Literature and Composition classes, and teacher feedback in weekly workshop sessions. The day before each workshop session a text was read by students and then taught by the teacher. The following day, the treatment group completed weekly self-assessments and received “right-answer feedback”, “improvement feedback”, and “corrective/explanatory feedback”. The control group only did self-assessments at the start and end of the study and only received “corrective/ explanatory feedback”. This study is still underway and not yet complete. ANCOVA will be used to analyze pre/post-test data. It is hypothesized that students who received the more detailed feedback and completed the self-assessments, will show a greater increase in reading analysis skills, self-efficacy, and metacognition.

Keywords: Teacher Feedback, Self-Assessment, Self-Efficacy, Metacognition, Reading Analysis Skills


This is a metadata-only record.



  • Subject
    • Education

  • Institution
    • Cumming

  • Event location
    • Nesbitt 5101

  • Event date
    • 13 March 2020

  • Date submitted

    19 July 2022

  • Additional information
    • Acknowledgements:

      Josh Cuevas