A new study in Active Learning in Higher Education (see reference below) motivated me to take another look at the research on student self-assessment. It’s decidedly mixed, which isn’t unexpected given the range of self-assessment tasks used in the research, not to mention cohort and methodological differences. In this most recent work students assessed an oral presentation they’d given using a rubric. Their peers and the teacher also evaluated it. These latter assessments tended to agree with each other, while self-assessments were higher than those of peers and the teacher. Male students rated their performances higher than female students did. Students with high teacher and peer evaluations made more accurate self-assessments than those who received low teacher and peer scores did.
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