A Comparison of Self-Assessment and Tutor Assessment of Undergraduate Psychology Students

Karnilowicz, Wally

doi:10.2224/sbp.2012.40.4.591

Cited by 30 publications

(26 citation statements)

References 25 publications

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“…One reason for this finding is that the teachers felt that students have the tendency to overestimate or underestimate their performance relative to their assessment. This observation is confirmed by several previous studies (Barrot 2015d, Brown & Hudson 1998, Cassidy 2007, Karnilowicz 2012, Lew, Alwis & Schmidt 2010, MacIntyre et al 1996.…”

Section: Resultssupporting

confidence: 89%

Examining the Teaching Beliefs and Practices of Experienced ESL Teachers: A Sociocognitive-Transformative Perspective

Barrot

2016

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Section: Resultssupporting

confidence: 89%

Examining the Teaching Beliefs and Practices of Experienced ESL Teachers: A Sociocognitive-Transformative Perspective

Barrot

2016

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“…In our models the higher achieving students seemed to predict and evaluate their examination results more accurately than their lower achieving fellows. This is in accordance with the conclusions of Karnilowicz [5]; Kruger and Dunning [6]; Sundström [29] etc. Although, we assumed that female students were less likely to predict and evaluate their grades the Volume 10 Number 2, 2017 results of our analysis cannot demonstrate this phenomenon.…”

Section: Conclusion and Discussionsupporting

confidence: 93%

“…Based on the findings of Karnilowicz [5]; Kruger and Dunning [6]; and Kun [7] etc. we also assume that (H1) higher achieving students assess their examination results more accurately than their lower achieving fellows.…”

Section: Brief Literature Review Of Self-assessment Of Erps In Highermentioning

confidence: 99%

Analyzing the Implementation of an ERP System by Self-Assessment in Higher Education

Máté¹,

Bács²,

Takács³

2017

ADN

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Abstract:Over the last few decades, not only organizations but also Higher Education Institutions should be more responsive to the demands of the changed global business environment and improve their effectiveness. Our motivation to write this paper is to assess the implementation of an Enterprise Resource Planning (ERP) system in higher education and their associated benefits, with a focus on students' performance when applying an SAP solution. This paper analyses the accuracy of undergraduate students, focusing primarily on the concept of self-assessment as they predict and evaluate their own performance relative to their externally assessed achievement. In the pre-and post-examination predictions the higher achieving students seem to predict and evaluate their examination results more accurately than their lower-achieving fellows. Although a gender gap cannot be found in self-estimation, we found substantial differences by comparing the selected language. Foreign students seem to overestimate their own examination performance to a greater degree than Hungarians do. Consequently, our results might allow decision makers to identify why self-assessment is important when implementing pilot ERP projects. The result of this study also provide evidence for groups of clients and other stakeholders in order to reduce failure in both higher education and business environment.

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“…This model may explain why some studies of self-perceived capability, particularly those that focus on non-specific skills (such as general self-efficacy and autonomy), have found no relationship between level of study and capability (Ekici et al 2012;Scott et al 2015). Students in higher education are generally not very good at self-reflection and self- (Boud and Falchikov 1989;Karnilowicz 2012;Randles and Overton 2015), but they are often well aware of their development in specific skills that can be expressly taught (Ainscough et al 2016). A lack of perceived progress may be a barrier to developing all aspects of learner autonomy as they are difficult to monitor expressly (Fazey and Fazey 2001;Macaskill and Denovan 2013).…”

Section: Discussionmentioning

confidence: 99%

Student perceptions of their autonomy at University

2017

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Learner autonomy is a primary learning outcome of Higher Education in many countries. However, empirical evaluation of how student autonomy progresses during undergraduate degrees is limited. We surveyed a total of 636 students' self-perceived autonomy during a period of two academic years using the Autonomous Learning Scale. Our analysis suggests that students do not perceive themselves as being any more autonomous as they progress through University. Given the relativity of self-perception metrics, we suggest that our results evince a "red queen" effect. In essence, as course expectations increase with each year, each student's self-perceived autonomy relative to their ideal remains constant; we term this the "moving goalpost" hypothesis. This article corroborates pedagogical literature suggesting that providing students with opportunities to act autonomously and develop confidence is key to developing graduates who have the independence that they need in order to be successful in the workplace.

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A Comparison of Self-Assessment and Tutor Assessment of Undergraduate Psychology Students

Cited by 30 publications

References 25 publications

Examining the Teaching Beliefs and Practices of Experienced ESL Teachers: A Sociocognitive-Transformative Perspective

Examining the Teaching Beliefs and Practices of Experienced ESL Teachers: A Sociocognitive-Transformative Perspective

Analyzing the Implementation of an ERP System by Self-Assessment in Higher Education

Student perceptions of their autonomy at University

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