Chairperson, Graduate Committee: Greg FrancisDiGiovanni, Ben2022-07-082022-07-082021https://scholarworks.montana.edu/handle/1/16484Providing meaningful feedback to well over 100 students in a timely manner is challenging for many teachers, especially on bigger assignments. This action research study looked at strategies to maximize effective feedback towards large numbers of students. The primary focus area was helping students improve scientific argumentation assessments through self-assessment feedback methods along with students reflecting on content learning goals. Students were instructed on how to self-evaluate their own science argumentative writing processes and encouraged to make improvements before submitting assessments. Instruction during data collection occurred during majority of remote learning, however continued into a hybrid classroom model. Data collected included written assessment data, student surveys, as well as small group/individual student interviews. Student feedback was very favorable to the self-assessment strategies implemented which also yielded slightly higher performance on student written assessments.enScience--Study and teachingMiddle school studentsBlended learningSelf-evaluationFeedback (Psychology)Critical thinkingProfessional PaperCopyright 2021 by Ben DiGiovanni