Document Type

Journal Article

Publisher

Taylor & Francis (Routledge)

Faculty

Faculty of Business and Law

School

School of Business/Centre for Innovative Practice

RAS ID

17951

Comments

This is an Accepted Manuscript of an article published by Taylor & Francis in Assessment and Evaluation in Higher Education on 29 Apr 2013: Jackson D. (2014). Self-assessment of employability skill outcomes among undergraduates and alignment with academic ratings. Assessment and Evaluation in Higher Education, 39(1), 53-72. Original article available here

Abstract

Despite acknowledgement of the benefits of self-assessment in higher education, disparity between student and academic assessments, with associated trends in overrating 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

Share

 
COinS