Visualization, Comprehension of Metacognitive Strategy, and The Importance Of An Evaluation Framework

Visualization metacognitive strategy, either internal or external, has been used for decades to help students comprehend a reading text. Their comprehension is usually evaluated using a reading comprehension test. Without this test, literacy teachers can actually evaluate students' comprehension by analyzing students' visual representations that they draw as a summary of a text they read. To do this, the teachers need a framework as the guideline to relate students' drawing to their comprehension. This paper proposes a framework necessary to evaluate students' comprehension of a reading text that they transform into a visual representation. The aspects in the framework are created based on the literature on visual literacy and genre-based literacy pedagogy. An example of the analysis is also provided in this paper.