Are Student Self-Assessments a Valid Proxy for Direct Assessments in Efforts to Improve Information Systems Courses and Programs? An Empirical Study

Accrediting agencies in the United States require business schools to conduct ongoing assessment directed at continuous improvement of their instruction. Because direct assessment efforts are usually more time consuming and resource-intensive than indirect assessment, it would be helpful if indirect assessment could be used as an effective alternative, at least on occasion. The validity of one indirect method, student self-assessment, has been debated in the research literature. This study compares results of direct measures and student self-assessments for learning outcomes in an Information Systems course. We find student self-assessments are valid proxies for direct assessment when used with some types of learning outcomes but not others. We discuss possible reasons for the difference and the implications for assessment in Information System programs.