QUANTITATIVE STUDIES OF STUDENT SELF-ASSESSMENT IN HIGHER-EDUCATION - A CRITICAL ANALYSIS OF FINDINGS
QUANTITATIVE STUDIES OF STUDENT SELF-ASSESSMENT IN HIGHER-EDUCATION - A CRITICAL ANALYSIS OF FINDINGS
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DOI：
10.1007/bf00138746
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发表时间：
1989-01-01
期刊：
影响因子：
5
通讯作者：
FALCHIKOV, N
中科院分区：
文献类型：
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作者：
BOUD, D;FALCHIKOV, N
当学习者对自己表现的各个方面做出判断时，学生就会进行自我评估。本文重点关注定量自我评估的一个方面：学生评分与教师评分的比较。回顾了包括高等教育课程背景下的此类比较在内的研究，并解决了以下问题：（i）学生相对于教师是否倾向于高估或低估自己？，（ii）不同能力的学生是否有相同的倾向？，（iii）不同类型或级别的课程的学生是否倾向于低估或高估自己？，（iv）随着时间的推移或实践，学生是否提高了自我评价的能力？，（v）使用自我评分时是否明显存在相同的倾向用于正式评估目的？以及 (vi) 自我评分是否存在性别差异？本文还讨论了此类研究中的方法问题，并就信息的分析和呈现提出了建议。
Student self-assessment occurs when learners make judgements about aspects of their own performance. This paper focuses on one aspect of quantitative self-assessments: the comparison of student-generated marks with those generated by teachers. Studies including such comparisons in the context of higher education courses are reviewed and the following questions are addressed: (i) do students tend to over- or under-rate themselvesvis-á-visteachers?, (ii) do students of different abilities have the same tendencies?, (iii) do students in different kinds or levels of course tend to under- or over-rate themselves?, (iv) do students improve their ability to rate themselves over time or with practice?, (v) are the same tendencies evident when self-marks are used for formal assessment purposes?, and (vi) are there gender differences in self-rating? The paper also discusses methodological issues in studies of this type and makes recommendations concerning the analysis and presentation of information.