Using feedback-driven metacognition to develop metacognitive skills in Year 9 Chemistry students
Written by: Deepika Narula
7 min read
Deepika Narula, Teacher of Chemistry, Beaumont School, UK
Students often feel that they have studied a lot for a test, yet they are not able to do well. Classroom teachers have experienced this at some point, and Agarwal and Bain (2019, p. 126, p. 129) found that students have an ‘illusion of confidence’ and incorrect ‘judgement of learning’ when they are revising. Students aren’t necessarily aware of efficient revision strategies like retrieval practice, spacing, etc. Rather, they rely more on rereading and making notes, giving them a false sense of confidence that they have the knowledge. With feedback-driven metacognition, students make judgements of their learning, retrieve information and receive feedback which informs them about the gaps in their knowledge (Agarwal and Bain, 2019; Koriat and Bjork, 2006). This approach can guide students to become reflective learners, informing them of their weaknesses and strengths and supporting them to take the next steps in their l
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