engleski

Dual Assessment in Higher Education: A Critical Analysis of Students Objectiveness

This study focuses on quantitative methods of dual assessment of students’ knowledge in higher education. It does so by comparing on the one side student-generated grades and on the other side grades generated by their lecturers. It also discusses methodological issues of such studies and offers recommendations concerning the analysis and presentation of information. In the context of higher education courses this paper aims at answering: (1) did students overrated or underrated themselves in comparing to lecturers’ assessments? ; (2) are there gender differences in self-assessment ; (3) what are the categories in rubrics where grades overlap and what are the categories where they differ the most? ; and (4) how do results correlate with student’s final grade?. This study was done on the sample of the entire 3 rd year generation of Zagreb School of Economics and Management students (N=79), as a part of the Marketing Management course in academic year 2017/2018. Lecturers (N=2) who were doing the assessment have multiple years of grading experience. Presentation rubrics that were used for assessment of both female and male students is comprised of eight categories. Findings suggest that in general there are differences between self- assessment of the students and assessment made by lecturers. Furthermore, there are also gender differences in self- assessment in higher education.

dual assessment ; higher education ; self-assessment ; rubrics ; Zagreb School of Economics and Management

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