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

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