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dc.contributor.author | Barrero González, Narciso | ca |
dc.date.accessioned | 2015-05-15T07:37:43Z | |
dc.date.available | 2015-05-15T07:37:43Z | |
dc.date.issued | 2001 | es |
dc.identifier.citation | Barrero González, Narciso. Metacognitive approach to evaluation in teaching. RELIEVE - E-Journal of Educational Research, Assessment and Evaluation; Vol 7, No 2 (2001). | ca |
dc.identifier.uri | http://hdl.handle.net/10550/43869 | |
dc.description.abstract | The aim of this study is to analyze the teaching evaluation from the metacognitive strategy. From this perspective, we study how it can allow self-monitoring and changing of the process. We must consider the evaluation not only as a product, if it is in this way, but that the teaching should be evaluated depending on the process. The metacognitive approach of evaluation could increase the ecological validity, because it seems to favor both constant feed-back from the teaching method according to personal context and the consideration of unforeseen objectives. | es |
dc.rights | RELIEVE has the rights upon the articles published in it. However, as its purpose is knowledge dissemination, article reproduction and distribution (in any kind of medium) is allowed provided that the following conditions are complied with:Its content must not be altered.Its origin must be cited (journal RELIEVE, volume, number and electronic site of the article or DOI.)The fact of sending your paper to RELIEVE implies that you accept these conditions. | es |
dc.subject | Evaluación de la enseñanza, estrategias metacognitivas, auto-monitorización, programas metacognitivos, tests metacognitivos | es |
dc.title | Metacognitive approach to evaluation in teaching | es |
dc.type | journal article | es_ES |
dc.type.hasVersion | VoR | es_ES |
dc.identifier.url | https://ojs.uv.es/index.php/RELIEVE/article/view/4444 | es |