The evaluation process as a contextualizer of the self-regulation of learning (Review)
Keywords:
self-regulation; evaluation; results; contextAbstract
The article highlights the importance of context in the transformation of thought processes, particularizing itself in the self-regulation of learning in the context of constant updating of teaching processes so it is delimited as an objective: to propose didactic-methodological resources that propitiate the self-regulation of learning, from the evaluation of the results of the teaching processes, as well as the identification of the manifestations in the modes of action of the self-regulated students. Sustained by the dialectical-materialist theory of knowledge that places objective reality as a starting point for any transformation of knowledge and thought, focused on the evaluation process of the results of the teaching activity as a stimulus to promote self-regulation of learning, causing changes in the mode of action as a result of conscious actions ranging from planning to execution, with the aim of improving academic results; evidencing how the self-regulation of learning is a process that responds to the conscious adaptation of the needs emanated from the changing objective realities.
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References
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