%0 Journal Article
%T Self
%A Alicia Bol¨ªvar-Cruz
%A Domingo Verano-Tacoronte
%A Sara M Gonz¨¢lez-Betancor
%J Active Learning in Higher Education
%@ 1741-2625
%D 2019
%R 10.1177/1469787417735604
%X Self-assessment activities are increasingly popular in the classrooms. But regarding self-assessment accuracy, mixed results are reported without clear reasons for this. This article addresses the impact of gender and performance on self-assessment accuracy. To evaluate self-assessment accuracy, peer and professor assessments are used as reference. A research project, relating to the assessment of oral presentations using scoring rubrics, is conducted in two university degrees. Data from 155 self-assessments and more than 12,000 peer and professor assessments are gathered. The analysis differentiates by degree, gender and level of performance in the assessed competency. The results show that self-assessment accuracy is low and related to the student¡¯s gender, that men rate themselves higher than women do, and that even using a scoring rubric, students receiving higher marks from professors are more accurate than students receiving lower marks
%K Higher education
%K oral skills
%K scoring rubrics
%K self-assessment
%U https://journals.sagepub.com/doi/full/10.1177/1469787417735604