Abstract:
This paper focuses on two key aspects of self-evaluation in adult
education and training through the perspective of (a) a social cognitive framework
which is used to categorise those factors that
enhance self-efficacy and self-evaluation, and (b) the accuracy of
self-evaluation. The social-cognitive framework categorises the
factors that enhance self-evaluation, namely, social messages (e.g.
comparison with others,feed back from others, social and cultural
stereotypes), personal factors (e.g. the ability level of the rater, the
standards and goals of the rater) and situational factors (e.g. the
content area being evaluated). The paper reviews the accuracy
of self-evaluations and concludes (a) that there is prima facie
support from previous meta-analyses for their accuracy, (b) that
the accuracy of self-evaluations is likely to be underestimated,
and (c) that afocus on individual rather than group comparisons
may be more usefulfor adult education. The educational value of
formative self-evaluation for adult education and training contexts
is supported.
