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Various forms of the self-evaluation are important elements in quality assurance systems implemented in the field of education. At the university level the students are expected toperform self-assessment of their learning outcomes objectively. However, the Dunning-Kruger effect is frequently detected in self-assessment when students evaluate their abilities either as greater than they actually are, or they underestimate themselves, which is typical for the students with superior abilities. At the University of Ljubljana, Faculty of Electrical Engineering, two first-cycle (bachelor) study programs in the field of electrical engineering were introduced with the Bologna process in 2009/2010: the academic and professional. They both comprise the Power Engineering option where students attend compulsory courses Control Engineering (CE-A) on the academic level or Fundamentals of Control Engineering (FCE) on the professional level. The assessment at both courses is in the form of a written and oral exam, and a simple self-assessment of the written exam has been introduced: before the beginning of the written exam, the students were asked to make a forecast of their result; after the completion of the written exam, they were asked to forecast their result again, now according to their experience. Our survey takes into account 538 individual written exams for the CE course for the study years from 2011/2012 to 2018/2019 and 562 ones for the FCE course for the study years from 2010/2011 to 2018/2019. For the CE course, the average students' forecast prior to the exam is 73.63% and the average self-assessment after the exam completion is 73.04%, both well matching the students' average actual written exam result of 71.56%. The figures for the FCE course differ considerably: the average forecast prior to the exam is 65.98%; the average self-assessment after the exam completion slipped to 59.21% and student's average actual result lowered to 55.69%. Additionally, written exams and their self-evaluations for former control engineering courses are analyzed, too. They are the Control Theory (CT) of the former Master study program and Control Engineering (CE-P) of the professional level bachelor study program. There, 530 individual written exams are surveyed for the CT course and 347 exams for the CE-P course, all from the study year 2002/2003 until the new study programs were introduced. For the CT course, the average students' forecast prior to the exam is 73.93% and the average self-assessment after the exam completion is 70.75%; students' average actual written exam result is 66.52%. For the CE-P course, the average forecast prior to the exam is 66.08%; the average self-assessment after the exam completion is 56.30%, while the student's average actual result is merely 47.12%. A detailed analysis confirms the Dunning-Kruger effect. It is more pronounced for the FCE (professional level) and CE-P (former professional level) courses. Improved exam results for the courses taken after the Bologna revision of the study programs are believed to be related to the imposed limitations on the number of the enrolled students. [ABSTRACT FROM AUTHOR]