Student Self-Assessment in Higher Education: A Meta-Analysis

Quantitative self-assessment studies that compared self- and teacher marks were subjected to a meta-analysis. Predictions stemming from the results of an earlier critical review of the literature ( Boud the level of the course of which the assessment was a part (with students in advanced courses appearing to be more accurate assessors than those in introductory courses); and 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). Results of the analysis are discussed and differences signaled by the results of the three common metrics examined. The distinction between relative and absolute judgment of performance is drawn. It is recommended that researchers give attention to both good design and to adequate reporting of self-assessment studies.