Law students overestimated their writing performance when self-assessing against the formal rubric¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? When invited to self-assess their own writing using the formal rubric, law students tended to over-rate their writing relative to instructor assessment. → Knight 2016

Evidence¶

Knight 2016¶

Knight, S., Buckingham Shum, S., Ryan, P., Sándor, Á., & Wang, X. (2016). Designing Academic Writing Analytics for Civil Law Student Self-Assessment. International Journal of Artificial Intelligence in Education, 28(1), 1–28. doi:10.1007/s40593-016-0121-0

q2 · i? · design · r2

Observation from student self-assessment cover sheets in the UTS law course, reported as motivating the project. The article frames this as evidence that students found self-assessment for rubric criteria challenging, overestimating their performance, and that instructors providing formative feedback on all drafts would be prohibitively time-consuming.

"However, we identified that when students were invited to self-assess their own writing using the formal rubric they tended to over-rate their writing."

Discussion¶

Related Claims¶

• In one 2×2 experiment with 120 undergraduates, an Assessment-Performance Calibration Activity (APCA) gave the most accurate self-assessment and least overconfidence, and adding a feedback-literacy script did not improve calibration further — related
• Self Assessment Accuracy Is Low Without Training — related
• A theoretical article, citing two simulation studies, reports that novice clinical learners overestimated their performance and that their confidence exceeded their accuracy — a broader claim this one bears on
• Students tend to overestimate their own performance when self-assessing with rubrics — a broader claim this one bears on
• Students tend to overestimate their clinical judgment ability relative to evaluator-assessed scores — related