The use of writing and oriented rewriting activities as strategy metacognitive to learning evaluation

Abstract

This work presents the use of written and oriented rewritten activities to identify from the awareness and conception of the students involved, how these activities work like a strategy metacognitive of evaluation. The activities were varied (tests, assignments, analysis of problem situations, solving cases, etc.) and carried out with students enrolled in the discipline of General Chemistry 2. For the production of data, the balance of knowledge technique was used and the analysis was made according to Bardin's content analysis. The results point out that this system (written and oriented rewritten) is a promising evaluation metacognitive tool, because it showed aspects related to the control of knowledge itself, self-regulation and organization of knowledge.