Document Type

Article

Publisher

Routledge

Faculty

Faculty of Business and Law

School

School of Business

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

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