Hallgatói önértékelés-vizsgálat a Debreceni Egyetem Természettudományi és Technológia Karán

Absztrakt

Previous researches in the literature support the hypothesis that there is a connection between student self-assessment and their objectively measured performance: high-achievers tend to assess their own performance more accurately and they are less likely to over-estimate themselves. The examination of these aspects of student self-evaluation is important both for theoretical and practical considerations of the management of teaching and learning, because it helps to reveal the scale of these problems, the possible points of intervention, and it also contributes to a better modelling of the phenomenon. Our current paper briefly reviews the existing empirical literature, then it analyses primary data gathered in connection to end-term examinations from an introduction to ecology course at the University of Debrecen Faculty of Technology and Science. Our major findings support the existence of a negative relationship between test results and self-overestimation. They also show a significantly larger over-estimation before the tests than after the tests. Finally, we have found no significant gender effect in self-overestimation.