Accuracy of Students' Self-Assessment and Their Beliefs about Its Utility

Autor/inn/en	Lew, Magdeleine D. N.; Alwis, W. A. M.; Schmidt, Henk G.
Titel	Accuracy of Students' Self-Assessment and Their Beliefs about Its Utility
Quelle	In: Assessment & Evaluation in Higher Education, 35 (2010) 2, S.135-156 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
Schlagwörter	Self Evaluation (Individuals); Beliefs; Learning Processes; Correlation; College Students; Comparative Testing; Test Reliability; Peer Evaluation; Foreign Countries; Student Attitudes; Teacher Expectations of Students; Rating Scales; Achievement Rating; Singapore + Suchen Sie Ihr Suchwort? Belief; Glaube; Learning process; Lernprozess; Korrelation; Collegestudent; Testreliabilität; Ausland; Schülerverhalten; Rating-Skala; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Singapur
Abstract	The purpose of the two studies presented here was to evaluate the accuracy of students' self-assessment ability, to examine whether this ability improves over time and to investigate whether self-assessment is more accurate if students believe that it contributes to improving learning. To that end, the accuracy of the self-assessments of 3588 first-year students enrolled in a post-secondary institution was studied throughout a semester during which each student made approximately 80 self-assessments about his or her own learning process. These self-assessments were then compared with multiple judgments by peers and tutors. The overall correlations between the scores of self-, peer and tutor assessments suggest weak to moderate accuracy of student self-assessment ability. The findings also reveal an ability effect; students judged as more academically competent were able to self-assess with higher accuracy than their less competent peers. Comparing the accuracy of student self-assessment averaged over four consecutive periods indicates that the accuracy does not improve over time. In a second study, a questionnaire aimed at eliciting student's beliefs about the effects of self-assessment on their learning was administered to 936 first-year students. Based on their responses, sub-groups of students were identified: those who either believed in the usefulness of self-assessment or did not. Results suggest that there is no significant association between student beliefs about the utility of self-assessment and the accuracy of their self-assessments. (Contains 8 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10