Quantitative studies of student self-assessment in higher education: a critical analysis of findings

Boud,D and Falchikov,N 1989, Quantitative studies of student self-assessment in higher education: a critical analysis of findings, Higher education, vol. 18, no. 5, pp. 529-549, doi: 10.1007/BF00138746.

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Title Quantitative studies of student self-assessment in higher education: a critical analysis of findings
Author(s) Boud,DORCID iD for Boud,D orcid.org/0000-0002-6883-2722
Falchikov,N
Journal name Higher education
Volume number 18
Issue number 5
Start page 529
End page 549
Total pages 21
Publisher Springer
Place of publication Berlin, Germany
Publication date 1989
ISSN 0018-1560
1573-174X
Summary Student self-assessment occurs when learners make judgements about aspects of their own performance. This paper focuses on one aspect of quantitative self-assessments: the comparison of student-generated marks with those generated by teachers. Studies including such comparisons in the context of higher education courses are reviewed and the following questions are addressed: (i) do students tend to over- or under-rate themselves vis-á-vis teachers?, (ii) do students of different abilities have the same tendencies?, (iii) do students in different kinds or levels of course tend to under- or over-rate themselves?, (iv) do students improve their ability to rate themselves over time or with practice?, (v) are the same tendencies evident when self-marks are used for formal assessment purposes?, and (vi) are there gender differences in self-rating? The paper also discusses methodological issues in studies of this type and makes recommendations concerning the analysis and presentation of information.
Language eng
DOI 10.1007/BF00138746
Field of Research 130103 Higher Education
130303 Education Assessment and Evaluation
Socio Economic Objective 930101 Learner and Learning Achievement
HERDC Research category C1.1 Refereed article in a scholarly journal
Persistent URL http://hdl.handle.net/10536/DRO/DU:30071892

Document type: Journal Article
Collection: Centre for Research in Assessment and Digital Learning (CRADLE)
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