“I’ll tell you about my learning process”. The self-evaluative, reflective, metacognitive and formative value of cognitive autobiography


Through the self-evaluation process, the student makes a judgment on his or her learning, analyzing the differences between the expected objectives and the results obtained. However, it is the teacher who must educate the student in self-assessment through self-analysis tools, such as cognitive autobiography, a self-assessment tool that through writing offers the student the possibility to activate a process by which to reconstruct consciously their own formative experiences trying to give them a meaning. The essay presents some types of cognitive autobiography developed by the teachers of three schools including the Alto Casertano area during the laboratory hours of a training course on skills assessment.