Evaluation

Evaluation must be done following criteria of learning and improving, which require a permanent actualization of knowledge, for both students and teachers. In this respect, evaluation is a continuous process that seeks to understand the state of the educational processes and, starting from these, to identify the weaknesses and plan strategies of improvement. Thus, it is necessary to make pedagogical interventions that coordinate students and critical writers, which permit a communicative, comprehensive, critical relation. This way, students learn to learn how to evaluate themselves, so, once again, social cognitive and metacognitive strategies gain importance.

Actually, in evaluation the most important is the declarative knowledge (information about the world, the language, etc.) and procedural knowledge related to reading and writing, excluding the order of states and actions, i.e., of knowing about and knowing how, which is strategically applied in pedagogical interventions. These include in particular the social and cognitive strategies that make a person. These include the social and cognitive strategies that a person needs to perform a determined task.

In conclusion, learning to read and write is part of the communicative skills, while all skills are products of the coordination of multiple knowledge. Therefore, evaluation must exclusively address the competencies and should specify the evolution of the student in developing them.