Some issues with adult self-evaluations in education and training

Year: 2005

Author: Athanasou, James

Type of paper: Abstract refereed

This paper adopts a social-cognitive framework to categorise those factors that enhance self-evaluation. Technical issues with the accuracy of self-evaluations are outlined. These related to (a) the adequacy of the criterion, (b) the method of statistical comparison, (c) the quantitative or qualitative basis for self-evaluations and (d) the procedures used in obtaining self-evaluations. It is argued that self-evaluations are inherently economical, reliable and valuable especially when they are geared to idiographic, criterion-referenced and formative assessments of performance rather than ability.