How Good Am I? Crude Self-Assessment vs. Examination

Malcolm Hutchison

Research output: Contribution to conferencePoster

43 Downloads (Pure)


With the new academic year structure encouraging more in-term assessment to replace end-of-year examinations one of the problems we face is assessing students and keeping track of individual student learning without overloading the students and staff with excessive assessment burdens.
In the School of Electronics, Electrical Engineering and Computer Science, we have constructed a system that allows students to self-assess their capability on a simple Yes/No/Don’t Know scale against fine grained learning outcomes for a module. As the term progresses students update their record as appropriately, including selecting a Learnt option to reflect improvements they have gained as part of their studies.
In the system each of the learning outcomes are linked to the relevant teaching session (lectures and labs) and to online resources that students can access at any time. Students can structure their own learning experience to their needs and preferences in order to attain the learning outcomes.
The system keeps a history of the student’s record, allowing the lecturer to observe how the students’ abilities progress over the term and to compare it to assessment results. The system also keeps of any of the resource links that student has clicked on and the related learning outcome.
The initial work is comparing the accuracy of the student self-assessments with their performance in the related questions in the traditional end-of-year examination.
Original languageEnglish
Publication statusPublished - 23 Jun 2016
EventCED Annual Conference - Queen's University Belfast, Belfast, United Kingdom
Duration: 23 Jun 2016 → …


ConferenceCED Annual Conference
Country/TerritoryUnited Kingdom
Period23/06/2016 → …


Dive into the research topics of 'How Good Am I? Crude Self-Assessment vs. Examination'. Together they form a unique fingerprint.

Cite this