Self-assessment of employability skill outcomes among undergraduates and alignment with academic ratings
Taylor & Francis (Routledge)
Faculty of Business and Law
School of Business / Centre for Innovative Practice
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.
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. Available here