Measuring the accuracy of self-assessment among undergraduate students in higher education to enhance competitiveness

Abstract

This study analyses the educational self-assessment of Hungarian under-graduate business students, focusing primarily on the concept of accuracy as students predict and evaluate their own accountancy performance in traditional and digital (Moodle) examinations. The main purpose of our research is to explore whether high-achieving students are more accurate in their self-assessment when predicting and evaluating their knowledge. Moreover, in our esti-mations, we also examine whether a gender gap in both self-estimation assessment results exists. In the pre- and post-examination predictions, the higher-achieving students seem to predict and evaluate their examination results more accurately than their lower-achieving fel-lows on the Moodle tests. Our conclusions also enable the enhancement of the employability of the coming generation of accountants and the competitiveness of higher education to achieve the desired outcomes. Moreover, higher education staff can identify evidence about which groups of students are in need of supplementary support when studying accountancy in the digital age.