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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 accordingdoi:10.7203/relieve.7.2.4444 fatcat:h6tsg5zhbjfqjewn3k62bpoeny