Zusammenfassung
This study compares the self-assessment of students in university courses for the teaching profession regarding their knowledge of school pedagogy with their actual performance in a written exam. The results basically confirm the Dunning-Kruger effect, which has already been replicated for numerous other performance areas, but also point to a regression to the middle for the self-assessment. ...
Zusammenfassung
This study compares the self-assessment of students in university courses for the teaching profession regarding their knowledge of school pedagogy with their actual performance in a written exam. The results basically confirm the Dunning-Kruger effect, which has already been replicated for numerous other performance areas, but also point to a regression to the middle for the self-assessment. Overall, students assessed their knowledge of school pedagogy relatively accurately, but those who did poorly in the exam clearly overestimated themselves, while students in the uppermost performance spectrum clearly underestimated themselves. The tendency and accuracy of the self-assessment depend on gender, with female students tending to assess themselves more accurately and less favorably. It could be shown that students' test preparation time was systematically related to the prediction of their grade. Based on our findings, we discuss under which conditions erroneous self-assessments can be corrected by feedback. The present study provides results regarding the differential self-assessment ability of students of the teaching professions and thus justifies the need for adaptive feedback.
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