'The Emperor is Naked!': Exposing (In) efficiency of Self- Assessment and Group – Assessment in Higher Education

Abstract

In this study, we examine how students grade themselves in comparison with their peers and teachers. Results were formed from a sample of 169 first-year students signed up to the course “Introduction to Management”, run by the School of Business at the University of Iceland and based on a cooperative learning strategy. Irrespective of whether students were evaluating their individual or group work, the mean outcomes suggest that their own grading is much higher than that of their peers, and higher again than their teachers. These results suggest that the self-interest of the Homo economicus was clouding objectivity, and it is also likely that the inexperience of the new undergraduates in such grading approaches played a role. Future research should not abandon the idea of self-assessment as a means of developing critical capacities among students, but rather seek to explore whether these results are replicated in other educational settings, such as different disciplines and sub-disciplines, and whether more experienced students, such as third-year undergraduates, demonstrate similar behavioral responses.

Deficit in Propriety? Cooperative Learning and Group Self-evaluation in Higher Education

“…This occurred even though all groups followed the same evaluation criteria, which was provided to them in advance of the assessment. As shown in our previous study (Minelgaite et al, 2019) with the same students, 'more than 87% of students evaluated their own work, individually and in groups, with the highest possible grade' (p. 56). The results of this study imply that individual's self-esteem does not change when working in groups.…”

“…The main result is that there is the use for group self-assessment is limited since all of the student groups gave themselves the highest possible grade of 10.0. This is even higher than the findings of Minelgaite et al (2019), who evaluated self-grading by students in group work, finding that 87% of the students evaluated their work as outstanding and believed they deserved the highest grade possible of 10.0.…”

“…Based on these factors, our research question is: how do groups evaluate themselves in comparison to peer and teacher evaluation in higher education? As suggested by the literature, economics, and business students are more self-interested than students in other disciplines, a feature contributing to the selection of the particular population in this research (Minelgaite et al, 2019;Klein et al, 2007). Therefore, in this article on cooperative learning, the focus is on group work, self-and peer-evaluation in higher education using a cooperative teaching approach.…”

“…More specifically, there is a lack of research analyzing how the application of this teaching strategy in higher education is related to adequate student self-assessment. The study by Minelgaite et al (2019) found that more than 87% of business students overrate their own work. Recent research (Minelgaite et al, 2019) has also shown that self-assessment skills are not developed in school; therefore its application is a challenge in higher education settings.…”

“…The study by Minelgaite et al (2019) found that more than 87% of business students overrate their own work. Recent research (Minelgaite et al, 2019) has also shown that self-assessment skills are not developed in school; therefore its application is a challenge in higher education settings. Based on these factors, our research question is: how do groups evaluate themselves in comparison to peer and teacher evaluation in higher education?…”