Document Type

Journal Article

Publisher

Routledge

Faculty

Faculty of Business and Law

School

School of Business

RAS ID

17951

Comments

This is an Author’s Accepted Manuscript of an article published as: Jackson, D. (2013). Self-assessment of employability skill outcomes among undergraduates and alignment with academic ratings. Assessment and Evaluation in Higher Education. Published online on 29th April, 2013 [copyright Taylor & Francis], available online here

Abstract

Despite acknowledgement of the benefits of self-assessment in higher education, disparity between student and academic assessments, with associated trends in over- and underrating, plagues its meaningful use, particularly as a tool for formal assessment. This study examines self-assessment of capabilities in certain employability skills in more than 1000 Australian business undergraduates. It evaluates the extent to which student self-assessments differ from academics, in what ways and the influence of certain individual and background characteristics - such as stage of degree, gender and academic ability - on rating accuracy. Explanations for documented disparities are presented, in addition to implications and strategies for educators.

DOI

10.1080/02602938.2013.792107

Access Rights

free-to-read

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