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• Testing the Sametest-effect in a BSc-level Business Communication Course Examination

  10-15

  András István Kun

  János Farkas

  Csilla Juhász

  Views:

  56

  Using secondary data, we empirically examine two biasing effects that may arise in the written evaluation of large groups of students. Suppose the students take the examination in consecutive groups, and we wish to avoid the distortion caused by tests of different difficulty. In that case, we can decide to use the same examination questions. However, the danger of the "same test effect" arises, according to which the group writing later can perform better if it receives information from the examinees in the previous round. Using the same examination tests cannot be recommended if that effect is significant. Another related potential phenomenon is the "revealed sameness effect". Accordingly, if the examinees are aware of the repetition of the questions, it significantly increases the scores of the following group. We tested these phenomena using the data of a three-round written examination. A previously published analysis of a larger sample found that the "same test effect" can be expected if the students decide in which round they take the examination. Since it was possible to freely register for the examination rounds for the assessment analyzed in this study, we assume that the "same test effect" will be significant. Based on the literature, we also expected that the "revealed sameness effect" would occur in the third round. The performed linear regression analysis (N=77) only found some weak evidence for the 'revealed sameness effect' but not for the 'same test effect'.

• The Dunning–Kruger Effect in Knowledge Management Examination of BSc Level Business Students

  14-21

  András István Kun

  János Farkas

  Csilla Juhász

  Views:

  161

  The Dunning-Kruger effect (DKE) in higher education evaluation is one of the current research areas of psychology, educational science, and management science (in our case). Its importance is that the less prepared one is, the less accurately one can judge what performance is expected of him. What is more, he will err more and will overestimate himself. The present study aims better to understand the phenomenon with new, small-sample empirical results. The study is part of a research series that has been ongoing at the University of Debrecen since 2015. It not only quantitatively expands the literature but also includes the course of Knowledge Management among those examined. During the research, students were asked both before the examination (N = 63) and after the examination (N = 76) to guess how many points they would achieve on a multiple-choice test. It supports the presence of DKE, both in the case of pre-examination and post-examination self-evaluations. Using four multivariate linear regression models, we examined whether the sign value or absolute value of the errors made during the guesses show a correlation - in addition to the available control variables - with the test score. Our results showed that the more accurate the pre-examination and post-examination estimations were, the higher the students' actual score was, while the less they tended to overestimate their preparation. This supports the presence of DKE, both in the case of pre-exam and post-exam self-evaluation.