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2015 International Conference on Interactive Collaborative Learning (ICL)
This study examined possible relationships between self-assessment scores provided by students for a laboratory exam compared with the scores assigned by the instructor. Six years' worth of paired scores were analyzed, along with other variables such as time in the degree program, sex, test performance, final marks, and whether the student had enrolled in the course more than once. Statistical analysis found that while students were relatively accurate in their assessments, high-performingdoi:10.1109/icl.2015.7318192 fatcat:qejsprm2ynfo7pgvggy342pt3y