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

Holmes, Andrew

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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. (in press). 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/sijedu.v9i3.3858

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

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