Please use this identifier to cite or link to this item: http://hdl.handle.net/10553/69937
Title: Self-assessment accuracy in higher education: the influence of gender and performance of university students
Authors: González Betancor, Sara María 
Bolívar Cruz, Alicia María 
Verano Tacoronte, Domingo Manuel 
UNESCO Clasification: 5801 Teoría y métodos educativos
Keywords: Higher Education
Oral Skills
Scoring Rubrics
Self-Assessment
Autoevaluación, et al
Issue Date: 2019
Journal: Active Learning in Higher Education 
Abstract: Self-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.
URI: http://hdl.handle.net/10553/69937
ISSN: 1469-7874
DOI: 10.1177/1469787417735604
Source: Active Learning in Higher Education[ISSN 1469-7874],v. 20 (2), p. 101-114
Appears in Collections:Artículos
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