Document Type
Journal Article
Publisher
Routledge
Faculty
Faculty of Business and Law
School
School of Business
RAS ID
17951
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
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