Learning style and student self‐assessment skill

Abstract

Purpose In the light of the growing emphasis on independent learning and non‐technical skills in education and employment, the study aims to examine the relevance of learning style to student self‐assessment skill. Design/methodology/approach A sample of first‐year undergraduate students was asked to provide self‐assessed marks for their coursework and to complete measures of learning style. Tutors' marks for student coursework were also gathered. Findings Results revealed a positive correlation between a deep approach to learning and self‐assessment skill, demonstrating the relevance of learning style to self‐assessment skill. A negative correlation between student‐estimated mark and a surface approach suggested that students are sensitive to the demand characteristics of assessments and are aware of how these correspond to their preferred learning style. Both strategic and deep approaches to learning correlated positively with tutor mark, as is commonly reported. Originality/value It is suggested that the study provides some insight into the composition of self‐assessment skill and implications for pedagogical practice are considered.

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