|Chapter title||Assessment for autonomy, assessment for learning, and learner motivation: Fostering learner identities|
This chapter explores assessment from the perspective of its potential relationship with three interrelated and complex constructs (learner autonomy, motivation and identity). It begins by acknowledging that the increasingly dominant discourse of assessment is leading to demands for assessing learners’ autonomy as a learning outcome. Summative assessment of autonomy, however, is shown to be problematic for several reasons. Nevertheless, the chapter argues that autonomy plays a central role in formative assessment or assessment for learning, where learners are expected to take some responsibility for their own progress. Acknowledging that some learners need support to become more autonomous, the chapter introduces the concept of assessment for autonomy (Lamb 2010) as a way of enabling even young learners to evaluate, reflect on and develop their autonomy. The chapter then provides examples of frameworks and strategies used in three studies to facilitate assessment for autonomy as a means of enhancing motivation. They provide evidence that it is possible for learners to identify their learning needs in relation to autonomy, despite its complex nature. This can happen by means of a socially mediated, collaborative assessment for autonomy, and may contribute to the development of a learner identity, sustaining motivation over time.
|Book title||Classroom-based assessment in L2 contexts|
|Publisher||Cambridge Scholars Publishing|
|Published||01 Jul 2016|
|Place of publication||Cambridge, UK|