Open AccessCan We Actually Assess Learner Autonomy? The Problematic Nature of Assessing Student Autonomy
Author(s) -
Andrew G D Holmes
Publication year - 2021
Publication title -
shanlax international journal of education (online)
Language(s) - English
Resource type - Journals
ISSN - 2582-1334
DOI - 10.34293/education.v9i3.3858
Subject(s) - autonomy , learner autonomy , pedagogy , psychology , higher education , critical reflection , mathematics education , engineering ethics , political science , engineering , language education , comprehension approach , law
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.