Dimensiones e indicadores para la metaevaluación de los aprendizajes: reflexión y propuesta del campo teórico de la evaluación en educación superior.

This paper makes a suggestion for formative meta-assessment, which is a useful tool for improving assessment procedures and achieving quality education. It is necessary to know whether or not what is made is right, and good and bad moves as for helping students. Ways in which academics assess educational outcomes influence ways in which students see assessment and teaching, their learning styles and necessary feedback. The suggestion includes seven dimensions and 37 indicators, and is based on a literature review, and expert opinions. A sample of 1070 students had been also surveyed previously. The suggestion systematizes theories on formative meta-assessment, and can be enhanced and used in other educational settings. [ABSTRACT FROM AUTHOR]