Lenguaje, metacognición y evaluación de los resultados de aprendizaje en estudiantes universitarios de psicopedagogía.

New educational proposals at university are focused on the development of skills and the learning outcomes that students are expected to acquire to accomplish said proposals. Metacognition plays a crucial role in that learning process, which is focused on students, who should be guided and questioned by their professors, so that they can self-regulate throughout their educational career. Looking at this through a neuropsychological lens, we feel compelled to think this happens because of the presence of language, a higher brain function that, once internalized, allows us to engage in a dialogue with ourselves, organizes verbal thinking, and provokes the processes of formal logical thinking that university education always requires. This work studies the relationship between the summative assessment and the self-evaluation of the learning outcomes that sophomores majoring in Educational Psychology at a private university in Rosario, Argentina, acquired by the end of their Psycholinguistics course in 2023. The purpose of this study is to describe and argue the ways in which language presents itself in two evaluation instances, applied in a course that has it as its subject matter. This is a descriptive, quantitative, relational, cross-sectional study. Data was gathered through the implementation of two instruments: the 3rd Content Revision Form--that includes both conceptual questions and a case study--, and the Learning Outcomes Self-Evaluation Rubric. Conclusions show that the individual summative assessment produced an average of 6 and a median of 7 points. Altogether, 66% of the answers were delivered correctly, both in conceptual questions and in the case study. When answering the learning outcomes self-evaluation, half the population recounted that they achieved "a lot" of outcomes, a fourth of them considered they accomplished "many," 18% said their outcomes were "enough," and only two students answered they had "few." This self-evaluation about the results does not depend on the score obtained in the summative assessment. [ABSTRACT FROM AUTHOR]