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reciprocal evaluation,
co-evaluation and auto-evaluation activities
. Upon these 
activities students can build a personal system in order to learn. This evaluation system 
increases the possibility of being used by the teacher at a lower cost and it has more benefits 
in terms of student learning. Thus, the evaluation will consist of a teachers’ regulation in 
order to adapt the teaching process to the needs and progress of students. The students’ auto-
regulation will proportionate self-autonomy and the creation basis for a personal learning. 
c)
 
Summative or final evaluation 
 
It aims at assessing the degree of accomplishment obtained by each student 
regarding the proposed goals for a specific teaching/learning process. The summative 
evaluation report must gather what has been observed throughout the unit development. It 
must provide some advice and establish a reinforcement process given the case that the 
obtained outcomes do not match the proposed goals. 
“Summative or integral evaluation is understood as a global report upon which 
initial knowledge (initial evaluation) manifests the path that has been followed by the 
student, strategic measures that have been learned and final outcome of the whole 
process. Specially upon this knowledge, previsions about what must be done in the future 
or what must be done in a different way can be foreseen”
(Zabala, 1995:209). 
The mistake of assessing all students according to the same contents and goals 
(whether these have been taught or not) must be avoided. 
d)
 
Metaevaluation 
 
It tries to figure out until what extent the evaluation used has enlarged the 
objectives and goals, and until which point it has been useful to accomplish the mission 
entrusted. Throughout the work unit, the most important aspect, which has not worked 
according to stipulations, should be changed and students’ questions can be written down 
in a diary to take it into account for next units.

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