This study undertook a comparative analysis of the assessment of transversal competences using two methods, one based on self-assessment and the other on external evaluation, to verify whether there was a (mis)match between the two. Self-assessment was based on the scores obtained through a self-report survey, and external evaluation was based on the scores obtained through the adaptation of the Multiple Mini-Interviews method. Descriptive statistics were calculated for the scores of 130 Portuguese graduate students from three public universities in Portugal. A comparative analysis of the differences according to gender and study field was also conducted to determine the existence of a (mis)match. The differences between scores in both exercises were computed. The results suggest varied assessment patterns of transversal competences, highlighting differences depending on the evaluation method and according to gender and study field. This study deepens our understanding of how students’ transversal competences are ascertained and sheds light on which transversal competences should be prioritised for development. Findings are particularly relevant for higher education institutions interested in developing and implementing assessment methodologies and intervention strategies to further increase their graduates’ transversal competences and, ultimately, improve their employability and career prospects. © 2025, Western Australian Institute for Educational Research Inc.. All rights reserved.
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