Journal article
Self-Assessment of Knowledge: A Cognitive Learning or Affective Measure?
Academy of Management learning & education, Vol.9(2), pp.169-191
06/01/2010
DOI: 10.5465/AMLE.2010.51428542
Abstract
We conducted a meta-analysis to clarify the construct validity of self-assessments of knowledge in education and workplace training. Self-assessment's strongest correlations were with motivation and satisfaction, two affective evaluation outcomes. The relationship between self-assessment and cognitive learning was moderate. Even under conditions that optimized the self-assessment-cognitive learning relationship (e.g., when learners practiced self-assessing and received feedback on their self-assessments), the relationship was still weaker than the self-assessment-motivation relationship. We also examined how researchers interpreted self-assessed knowledge, and discovered that nearly a third of evaluation studies interpreted self-assessed knowledge data as evidence of cognitive learning. Based on these findings, we offer recommendations for evaluation practice that involve a more limited role for self-assessment.
Details
- Title: Subtitle
- Self-Assessment of Knowledge: A Cognitive Learning or Affective Measure?
- Creators
- Traci Sitzmann - University of Colorado DenverKatherine Ely - Czech Forum for Development CooperationKenneth G. Brown - Univ Iowa, Iowa City, IA 52242 USAKristina N. Bauer - Old Dominion University
- Resource Type
- Journal article
- Publication Details
- Academy of Management learning & education, Vol.9(2), pp.169-191
- Publisher
- Acad Management
- DOI
- 10.5465/AMLE.2010.51428542
- ISSN
- 1537-260X
- eISSN
- 1944-9585
- Number of pages
- 23
- Language
- English
- Date published
- 06/01/2010
- Academic Unit
- Management and Entrepreneurship ; Educational Policy and Leadership Studies; Center for Social Science Innovation
- Record Identifier
- 9984371090802771
Metrics
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