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Metacognitive approach to evaluation in teaching

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Metacognitive approach to evaluation in teaching

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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

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