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dc.contributor.authorBell, Bradford S.
dc.contributor.authorFederman, Jessica E.
dc.date.accessioned2020-11-17T17:32:26Z
dc.date.available2020-11-17T17:32:26Z
dc.date.issued2010-01-01
dc.identifier.other2011930
dc.identifier.urihttps://hdl.handle.net/1813/76084
dc.description.abstract[Excerpt] In this paper, we argue that there remain several unanswered questions surrounding self-assessments of knowledge that must be addressed before we can reach a more definitive conclusion on the viability of these measures. The answers to these questions may provide further evidence that self-assessments should not be used as an indicator of learning or they may serve to qualify the conditions under which self-assessments can be used with reasonable confidence. In either case, addressing these issues is critical if work in this area is to influence how researchers and practitioners evaluate trainees’ learning.
dc.language.isoen_US
dc.rightsRequired Publisher Statement: Copyright held by the Academy of Management. Final version published as: Bell, B. S. & Federman, J. E. (2010). Self-assessments of knowledge: Where do we go from here? Academy of Management Learning & Education, 9(2), 342-347.
dc.subjectself-assessments
dc.subjectknowledge
dc.subjectlearning
dc.subjecttraining
dc.titleSelf-Assessments of Knowledge: Where Do We Go From Here?
dc.typeunassigned
dc.relation.doihttps://doi.org/10.5465/AMLE.2010.51428557
dc.description.legacydownloadsBell87_Self_assessments.pdf: 1401 downloads, before Oct. 1, 2020.
local.authorAffiliationBell, Bradford S.: bb92@cornell.edu Cornell University
local.authorAffiliationFederman, Jessica E.: jef236@cornell.edu Cornell University


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