Abstract

Self-assessment can be conceptualised as the involvement of students in identifying assessment criteria and standards that they can apply to their work in order to make judgements about whether they have met these criteria (Boud, 1995). It is a process that promotes student learning rather than just grade allocation. However, self-assessment does not have obvious face validity for students; and many students find that making an objective assessment of their work difficult (Lindblom-ylanne, Pihlajamak & Kotkas, 2006). Previous business education research has also found that self-assessment does not closely reflect either peer or instructor assessments (Campbell, et al., 2001).
The current study aimed to explore: (a) the relationship between self-assessment grading and teacher assessment; and (b) the effect of self-assessment in engaging students with graduate attributes, in order to explore the tenets of self-assessment This process of self-assessment was investigated through application of an online assessment system, ReView, to encourage more effective self-assessment in business education. Data collected from two groups (student and teacher) demonstrated that: (1) initial self-assessment results between the teaching academics and the students’ self-assessment, were significantly different with students overestimating their ability on every criterion; (2) however, the variation diminished with time to the point that there was no significant difference between the two assessments; and (3) students’ awareness of the graduate attributes for their degree program increased from the beginning to the end of the subject (Note 1).

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