EVAPROMES, an assessment scale for metacognitive processes in writing

Virginia Jiménez-Rodríguez, María Alexandra Ulate-Espinoza, Jesús María Alvarado-Izquierdo, Aníbal Puente-Ferreras

    Research output: Contribution to journalArticlepeer-review

    1 Citation (Scopus)


    Introduction: Writing is considered a basic learning tool today. Its underlying processes are complex, and observation of school children's poor writing has led to a consideration of new forms of teaching and learning to write. Skilled writers are aware of what their own learning processes are, how they work, and how to optimize performance andcontrol of their own writing processes. method: The EVAPROMES test includes 28 items that represent "writingsituations", for which writers must select one of three possible responses. The subject's choice reveals "how writers perceive themselves " and "how writers believe that they would act " when facingpos-sible dilemmas in writing, as well as their level of motivation when writing. Each response alternative expresses a different level of writing awareness. The test has been validated with costa rican and spanish samples; the total sample was 1442 students between the ages of 10 and 15 (915 costa ricans and 527 spanish). Results: theresults indicate that EVAPROMES is an instrument that can collect information on children's and adolescents'level of writing awareness, offering precise measurement of implicit processes, and makes possible a realistic prognosis of their performance in writing and in academics in general. Conclusion: EVAPROMES identifies students with low and high writing awareness. Based on this identification, it is possible to design specific interventionprograms in metacognitive strategies in the area of writing, adapting the educational response to the students assessed.

    Original languageEnglish
    Pages (from-to)631-656
    Number of pages26
    JournalElectronic Journal of Research in Educational Psychology
    Issue number3
    Publication statusPublished - 2015


    • Assessment
    • Metacognition processes
    • Planning
    • Self-regulation
    • Strategies
    • Writing

    ASJC Scopus subject areas

    • Education
    • Developmental and Educational Psychology


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