Self-Assess Competency as Yes/No: A Preliminary Study

Abstract

Some modules in computing degrees have problems with the wide variation in students' prior experiences and risk losing good students who are bored with the initial elementary topics. One possible solution is to specify in detail what the student should be capable of at the end of the module and allow them to decide how to arrange their studies. This study compares the accuracy of student self-assessments of capability against the learning outcomes on a binary Yes/No scale with their exam performance. Predicted marks from their responses were found to have a weak correlation to the student performance. Higher level learning outcomes and responses by female students generated lower reliability scores.