Can We Actually Assess Learner Autonomy? The Problematic Nature of Assessing Student Autonomy

  • Andrew G.D. Holmes University of Hull, England
Keywords: Higher education, Assessment, Autonomy, Learner autonomy, Independent learning, Autonomous learning

Abstract

This paper explores, from a theoretical basis, the difficulty in defining and assessing learner autonomy in higher education. Although the development of learner autonomy as a key aim of higher education, it is a vague and ill-defined term. As such, the assessment of learner autonomy within university programs of study is highly problematic. The author argues that the authentic assessment of genuine learner autonomy may not be possible within formal credit-bearing programs 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 can assess autonomy in the programs they are responsible for.

Published
2021-06-01
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How to Cite
G.D. 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
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