Do Self-Evaluations Align with Objective Assessments of Undergraduate Student Abilities?An Empirical Study on Critical Thinking Skills
This study investigates the consistency between undergraduate students'self-assessed and objectively measured critical thinking abilities using longitudinal survey data.The study examines:(1)the prevalence and direction(overestimation vs.underestimation)of discrepancies between self-assessment and objective assessment;(2)student characteristics associated with overestimation and underestimation;and(3)the influence of baseline subjective and objective assessments on subsequent self-assessment.Results reveal a substantial proportion of students misjudging their critical thinking abilities,with overestimation being more common.Male students,senior undergraduates,those from more advantaged family backgrounds,those graduating from key high schools,and those having taken critical thinking courses are more likely to overestimate their abilities.Students with a tendency to underestimate their abilities at baseline are more likely to demonstrate improvement in their subsequent self-assessments.The follow-up self-assessments demonstrate relatively high reliability,and the validity has improved commpared to the baseline assessment.These findings highlight the limitations of relying solely on self-reported data for assessing critical thinking skills and offer insights for enhancing the accuracy and effectiveness of subjective ability assessments in student surveys.
万方数据
