Evaluating as a factor of Metacognitive Awareness
Evaluation
Evaluation as a factor of Metacognitive Awareness can also refers to students’ appraising
actions upon completion of a certain task such as problem solving (Veenman et al., 2005).
Students’ evaluative judgements can be directed at both learning outcomes and process
factors (Meijer et al., 2006).
Evaluation processes are important factor in
metacognitive Awareness. An evaluation provides necessary
information regarding the extent to which the learner learned.
Evaluation measures whether the goals of an ESP program have been met and ensures
the program’s continuous improvement.
Evaluation as a factor of Metacognitive Awareness can also refers to students’ appraising
actions upon completion of a certain task such as problem solving (Veenman et al., 2005).
Students’ evaluative judgements can be directed at both learning outcomes and process
factors (Meijer et al., 2006).
According to von Wright (1992), evaluating pertains to judging the extent to which the
final learning outcomes are in agreement with the goals that were planned. It also pertains
to the degree to which the learning process has proceeded, as imagined beforehand.
Hence, the self-evaluation of one’s own learning is the
central
component
in
metacognitive awareness. The term “evaluation” can be understood in different ways.
Students’ evaluative judgements can be directed at both learning outcomes and process
factors (Meijer et al., 2006).
The “concept of evaluation” refers to self-evaluation, the pupil’s own objectives, and it
is directed at the general level for the learning effort. Self-evaluation is generally
considered to be one of the activities on one’s own learning at the end of the learning
task or a course (Schraw & Dennisson, 1994; Vermetten, Vermunt, & Lodewijks,
1999). “concept of evaluation” refers to self-evaluation, the pupil’s own objectives, and
it is directed at the general level for the learning effort.
Metacognition plays an important role and determines success in writing because writing
products are called applied metacognition (Hacker, Keener, & Kircher, 2009). Students’
evaluative judgements can be directed at both learning outcomes and process factors
(Meijer et al., 2006).
Moser-Mercer (2017) and Gile (2018) have already reiterated the need to evaluate wouldbe interpreters differently. They both point out that assessment in the classroom has
mostly been studied from the standpoint of professionals who usually judge performance
on their self-established professional criteria or expectations of the actual users in the
market. It is essential for assessment in the classroom to be judged from the standpoint
of professionals since students should be aware of what is being expected from them in
the professional market and to prepare themselves 01.Meta 51/2.indd 276 5/22/06
5:48:41 PM accordingly.
It is, however, equally important for assessment to be studied from the student’s
standpoint as well. This is where student self-evaluation plays a vital role. Evaluation does
not only play a determinant role during the course of learning but it also plays an influential
role in selecting students before they even start to learn. Moser-Mercer (1994: 65-66)
suggests that though it is true that every school will have its own way of assessing a
student’s aptitude, a consensus can be reached on how to assess students since the
ultimate goal shared by any training program is to develop students into competent
professionals.
The written product is the result of a process of control, direction, and monitoring of
metacognition. Learners who are aware of their metacognition and often use
metacognitive strategies in the learning process will become successful learners (Iwai,
2011; Goctu, 2017)
Metacognitive evaluation refers to students’ appraising actions upon completion of stated
that this phenomenon confirms that students are not skilled in writing because they are
less aware of metacognitive knowledge. In fact, metacognitive knowledge has an
influence on language proficiency (Guo, 2018). To develop students' metacognitive
knowledge, teachers can get students involved in process-based learning, focus on
language teaching content, ways and learning processes (Lam, 2009). The teacher needs
to design activities that can develop students' knowledge about effective writing strategies
(Kasper, 1997). Through process-based writing learning, teachers can guide students in
writing. Teachers can use process-based evaluation tools in writing ranging from planning
writing, developing ideas and evaluating writing using assessment rubrics. By using
process-based evaluation tools in writing, with or without the teacher beside them, they
can work on the steps of writing according to the process listed in the evaluation tool
(Ramadhanti, Yanda, et al., 2019).
Conlusion
When evaluating written texts, students must always revise the accuracy of the text
structure and linguistic rules. Students must better understand the tasks and strategies
used in writing. Students must often practice using certain strategies in writing, knowing
clearly when to use strategies, and when to replace less effective strategies with more
effective strategies. This implies that the teacher must make a series of efforts so that
students can increase their metacognitive awareness
Metacognition is described as thinking of thinking, knowing what we do and do not know or learning how
to learn. Metacognitive strategies include talking about one’s thinking, writing a thinking journal, selfevaluation and other strategies to solve problems that occur in the learning process (Blakey and Spence,
1990). The Oxford Dictionary of Psychology (2003) defines metacognition as follows; Knowledge and
beliefs about one’s own cognitive processes […] The term is also sometimes applied to regulation of
cognitive functions including planning, checking or monitoring as one plans one’s cognitive strategy for
memorizing something, checks one’s accuracy while performing mental arithmetic or monitors one’s
comprehension while reading […] In a nutshell, metacognition in learning can be described as the
awareness of the learning process and the ability to adapt to challenges that occur during this process
through effective strategies, thereby helping learners improve their learning capacity. 4.2 Purpose of
metacognitive evaluation It is true that it is often challenging to discern whether the student has a
problem in comprehension or in expression. Sometimes problems could concern both comprehension
and expression. The student could have mistranslated a certain sentence due to shortcomings in
processing the previous sentence. It is evident that many variables exist to explain the cause of poor
performance. The purpose of metacognitive evaluation is to encourage students to think about such
problems by reflecting upon themselves through self-evaluation. Through the Metacognitive Model,
which will be illustrated later, students are taught to self-evaluate. Metacognitive evaluation also aims at
assess
Chen, Z. (2018). ESP program evaluation framework: Description and application to a
Taiwanese university ESP program. ESP. Retrieved June 1, 2022, from
https://www.sciencedirect.com/science/article/abs/pii/S0889490613000501