Business student's attitudes to criteria based self- assessment and self-efficacy

Abstract

Reducing student passivity and designing reflective skills into tasks contributes to developing student's professional judgment capabilities (Boud, 2000). This study analyses Business student attitudes and practices related to self-efficacy, self-regulation, assessment and self-assessment in two courses where students practiced criteria level self-assessment. A survey instrument was developed and an exploratory factor analysis in both sampled groups showed broad consistency in factor identification and reliability. Both cohorts' evidenced similar presentations related to self- efficacy, positive associations with socially mediated learning and a positive attitude towards developing better professional judgment. Student's confidence in their ability to understand task level requirements and instructions was greater than their confidence in their ability to accurately judge against criteria. A significant number of third year undergraduate students reported they had few opportunities to do self-assessment activities as part of their degree. This highlights the need to better integrate self-assessment practice into our Program design.