Abstract
This chapter focuses on two case studies in which lecturers aimed to use assessment as a pedagogic technique to foster learner autonomy. Analysis of the student viewpoint is used to highlight some of the issues that surround the use of assessment to develop autonomy as an outcome, particularly in the context of increasing student diversity.
| Original language | English |
|---|---|
| Title of host publication | Innovative Assessment in Higher Education |
| Editors | Cordelia Bryan, Karen Clegg |
| Publisher | Routledge, Taylor & Francis Group |
| Chapter | 14 |
| Pages | 158-168 |
| Number of pages | 11 |
| Edition | 1st |
| ISBN (Electronic) | 9780203969670 |
| ISBN (Print) | 9780415356411, 0415326423, 0415356415 |
| Publication status | Published - 15 Feb 2006 |
| Externally published | Yes |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 4 Quality Education -
SDG 10 Reduced Inequalities
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