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Problems with assessing student autonomy in Higher Education, an alternative perspective and a role for mentoring

Holmes, Andrew G

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Abstract

The paper explores, from a conceptual basis, the inherent tensions in assessing student autonomy in higher education. The author argues that, despite the development of student autonomy being a key aim of higher education, there are problems in identifying with any level of precision what it is, and that its assessment is highly problematic. An alternative perspective is provided that, with the support of mentoring processes, allows for authentic assessment. The paper is intended to stimulate debate amongst university management and academic practitioners in higher education. This is a conceptual paper considering the problematic nature of learner autonomy and the inherent difficulties in assessing it, with a practical potential solution proposed.

Journal Article Type Other
Publication Date 2018-02
Print ISSN 2147-0901
Electronic ISSN 2564-8020
Peer Reviewed Peer Reviewed
Volume 7
Issue 1
Pages 24-38
APA6 Citation Holmes, A. G. (2018). Problems with assessing student autonomy in Higher Education, an alternative perspective and a role for mentoring. Educational Process: International Journal, 7(1), 24-38. doi:10.22521/edupij.2018.71
DOI https://doi.org/10.22521/edupij.2018.71
Keywords Higher education; Mentoring; Curriculum and program development in education
Publisher URL http://www.edupij.com/index/arsiv/26
Copyright Statement This work is licensed under a Creative Commons Attribution 4.0 International License.
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