Self-Assessments of Knowledge: Where Do We Go From Here?

摘要

Sitzmann, Ely, Brown, and Bauer (this issue) provide a much needed review and integration of the literature on self-assessments of knowledge. They use meta-analytic methods to sort through a body of work characterized by mixed findings and competing conclusions to provide convincing evidence that trainees generally have difficulty self-assessing their learning. Based on these findings, Sitzmann et al. recommend a more limited role for self-assessments in evaluation research and practice, but stop short of suggesting that self-assessments should be abandoned as a tool to measure learning.