Is University Students’ Self-Assessment Accurate?

Alicia Bolívar-Cruz (), Domingo Verano-Tacoronte () and Sara González-Betancor
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Alicia Bolívar-Cruz: University of Las Palmas de Gran Canaria
Domingo Verano-Tacoronte: University of Las Palmas de Gran Canaria

Chapter Chapter 2 in Sustainable Learning in Higher Education, 2015, pp 21-35 from Springer

Abstract: Abstract The paper’s main objective is to evaluate the self-assessment accuracy of university students. Specifically, the study analyzes the self-assessment of oral communication skills. It was carried out in a Firm Labor Organization course included in the Labor Relations and Human Resources Degree. The literature on self-assessment in Higher Education does not provide clear evidence about its accuracy, as a number of methodological problems have been detected. To reduce them, we have taken a number of precautions. Thus, a rubric was designed, and students were trained to use it. Several teachers and peers were introduced as referents, and a segmented analysis was conducted based on gender and the students’ level of competence from the teachers’ point of view. Results show that self-assessment accuracy is low. Moreover, regardless of the degree, men’s self-assessments are higher than women’s. Moreover, the findings suggest that the scoring rubric improves self-assessment accuracy when the speaker has good oral communication skills, but not when these skills are poor. These results lead us to propose the development of correction factors that can be adapted to any situation, thus allowing self-assessment to be used for summative purposes.

Keywords: Self-assessment Accuracy; Oral Communicative Competence; Summative Purposes; Falchikov; Peer Assessment (search for similar items in EconPapers)
Date: 2015
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Persistent link: https://EconPapers.repec.org/RePEc:spr:innchp:978-3-319-10804-9_2

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DOI: 10.1007/978-3-319-10804-9_2

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