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Autor/inn/enGonzález-Betancor, Sara M; Bolívar-Cruz, Alicia; Verano-Tacoronte, Domingo
TitelSelf-Assessment Accuracy in Higher Education: The Influence of Gender and Performance of University Students
QuelleIn: Active Learning in Higher Education, 20 (2019) 2, S.101-114 (14 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1469-7874
DOI10.1177/1469787417735604
SchlagwörterSelf Evaluation (Individuals); Accuracy; Higher Education; College Students; Foreign Countries; Speech Communication; Public Speaking; College Faculty; Scoring Rubrics; Engineering Education; Gender Differences; Speech Skills; Peer Relationship; Grades (Scholastic); Spain
AbstractSelf-assessment activities are increasingly popular in the classrooms. But regarding self-assessment accuracy, mixed results are reported without clear reasons for this. This article addresses the impact of gender and performance on self-assessment accuracy. To evaluate self-assessment accuracy, peer and professor assessments are used as reference. A research project, relating to the assessment of oral presentations using scoring rubrics, is conducted in two university degrees. Data from 155 self-assessments and more than 12,000 peer and professor assessments are gathered. The analysis differentiates by degree, gender and level of performance in the assessed competency. The results show that self-assessment accuracy is low and related to the student's gender, that men rate themselves higher than women do, and that even using a scoring rubric, students receiving higher marks from professors are more accurate than students receiving lower marks. (As Provided).
AnmerkungenSAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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