Can we actually assess learner autonomy? The problematic nature of assessing student autonomy.

Holmes, Andrew

Abstract

This paper explores, from a theoretical basis, the difficulty in defining and assessing learner autonomy in higher education. Despite the development of learner autonomy being a key aim of higher education, it is a vague and ill-defined term. As such, the assessment of learner autonomy within university programmes of study is highly problematic. The author argues that the authentic assessment of genuine learner autonomy may not be possible within formal credit-bearing programmes of higher education. The aim of the paper is to stimulate reflection and discussion, so that university teaching staff may reflect and consider whether they are able to assess autonomy in the programmes they are responsible for.

Citation

Holmes, A. (2021). Can we actually assess learner autonomy? The problematic nature of assessing student autonomy. Shanlax International Journal of Education, 9(3), 8-15. https://doi.org/10.34293/education.v9i3.3858

• Journal Article Type: Article
• Acceptance Date: May 10, 2021
• Online Publication Date: Jun 1, 2021
• Publication Date: 2021
• Deposit Date: May 10, 2021
• Publicly Available Date: Jun 3, 2021
• Journal: Shanlax International Journal of Education
• Print ISSN: 2320-2653
• Electronic ISSN: 2582-1334
• Publisher: Shanlax International Journals
• Peer Reviewed: Peer Reviewed
• Volume: 9
• Issue: 3
• Pages: 8-15
• DOI: https://doi.org/10.34293/education.v9i3.3858
• Keywords: Higher education; Assessment; Autonomy; Learner autonomy; Independent learning; Autonomous learning
• Public URL: https://hull-repository.worktribe.com/output/3767636