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Improving Writing and Increasing Metacognition Through Self-Evaluation and Video Feedback

Listen and learn

Listen and learn : Lecture

Tuesday, June 25, 1:15–2:15 pm
Location: Room 124

Philip Siemer  
I'll explain how I have been scanning hand-written essays into PDFs and making screencast videos to provide feedback. Students then must evaluate themselves with a shared rubric so that the evaluation process is collaborative. This practice leads to deeper learning through metacognition and student-generated assessment.

Audience: Coaches, Teachers, Technology coordinators/facilitators
Skill level: Intermediate
Attendee devices: Devices useful
Attendee device specification: Smartphone: Windows, Android, iOS
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
Participant accounts, software and other materials: Google Apps and Screencastomatic or Screencastify.
Focus: Digital age teaching & learning
Topic: Personalized learning
Grade level: 6-12
Subject area: Language arts, Performing/visual arts
ISTE Standards: For Students:
Empowered Learner
  • Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.
For Educators:
  • Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.
  • Stay current with research that supports improved student learning outcomes, including findings from the learning sciences.

Proposal summary

Purpose & objective

By using video feedback and self assessment, teachers fulfill the following three teacher standards: ISTE2b -- develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress -- ISTE3c -- communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats -- ISTE4b -- address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.

Participants will be able to articulate how video feedback engages students in metacognition so that they can take more ownership of their own improvement. They will also in a timely manner be able to record, save, and share videos in which they give students feedback on writing or visual art. Then they learn strategies that increase engagement in metacognitive techniques for self-evaluation and improved skills.

Participants can continue using such strategies with the following resources, Screencast-o-matic, Screencastify, and the Google Drive.


I. How do you give meaningful feedback to students? Which tools or strategies do you use? Facilitate audience interaction with PearDeck. (5 minutes)
II. How long does it take to give meaningful feedback for one student's 500 word essay? Facilitate audience interaction with PearDeck. (5 minutes)
III. Why doesn't traditional feedback improve writing instruction very much or very quickly? Facilitate audience interaction with PearDeck. (5 minutes)
IV. How I have been giving feedback (15 minutes)
A. Scanned hand-written essays.
B. Copies of rubric on Google Drive.
C. Shared folders to distribute videos.
D. Student self-evaluation through comment.
E. Calibration through instructor evaluation.
F. Conferencing if necessary.
V. Why video feedback with self-evaluation helps? (5 minutes)
A. Personalized (meet each student where they are)
B. Efficiency (similar to written comments, but more thorough while cutting down on the need for conferencing)
C. Accountability (self-evaluation with incentive for correct evaluation).
VI. What has changed? (5 minutes)
A. Increased pass rate for AP exam.
B. More attention to rubric, more clarity about good writing.
C. Less fighting over grades.
VII. What could this look like in other classes? (10 minutes)
A. Visual Arts
B. Social Studies
C. Science
VIII. Questions (10 minutes)

Supporting research

This book explains which instructional techniques lead to long-term learning. Two important techniques are calibration (personalized feedback) and metacognition.

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Philip Siemer, Chicago Christian High School

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