Student self-assessment in higher education¶
Falchikov, N., & Boud, D. (1989). Student self-assessment in higher education: A meta-analysis. Review of Educational Research, 59(4), 395-430.
Cited by¶
1 citation across 1 artifact.
Each citation links to the sentence it supports in the citing article.
Primes¶
- Dunning-Kruger Effect
- Domains with clear, immediate, unambiguous feedback (e.g., logic, well-structured grammar tests) show the classic Dunning-Kruger pattern more robustly than domains with ambiguous feedback, social desirability pressures, or multidimensional evaluation criteria (e.g., creative writing, leadership, interpersonal skill).
This sourceMeta-analysis of 51 studies showing self-assessment accuracy varies systematically with conditions of measurement; supports D16-107 (the domain/feedback-structure boundary condition on self-assessment accuracy).
Supported in partVerified against the publisher's abstract
Only the frame is carried: this 1989 meta-analysis abstract reports self-assessment accuracy varying with study design, course level, and broad area of study, and says nothing about feedback clarity or the Dunning-Kruger pattern.
“the broad area of study (with studies within the area of science appearing to produce more accurate self-assessment generally than did those from other areas of study)”
- Domains with clear, immediate, unambiguous feedback (e.g., logic, well-structured grammar tests) show the classic Dunning-Kruger pattern more robustly than domains with ambiguous feedback, social desirability pressures, or multidimensional evaluation criteria (e.g., creative writing, leadership, interpersonal skill).
Verification¶
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