This study contributes to the on-going discourse on calibration among University students. The study examines the understanding of student self-reflectivity in relation to class written tests and assignments, and of the fact that students' expected results rarely match the actual results. A quantitative research approach was adopted to collect data from third-year and honours management students at a university in South Africa. The sample population for the class test was 105 out of 205 students, while the sample population for the assignment was 71 out of 205 students. The method applied involved asking students to forecast their result before and after the class test or the assignment. The evaluation process involved a comparison of students' expected results and the actual performance in both cases. The findings reveal that students' perception and understanding of the questions in the class test and the assignment contribute immensely to their individual performance. A limitation on this study is that data were collected from students within the management discipline only. Insights from this study can be used to develop assessment methods that are in sync with changes in the present-day education environment. The study contributes to an understanding of curriculum development within the context of challenges facing the educational system in South Africa.