Assessment for autonomy, assessment for learning, and learner motivation: Fostering learner identities

Lamb, T. and Little, S. 2016. Assessment for autonomy, assessment for learning, and learner motivation: Fostering learner identities. in: Tsagari, D. (ed.) Classroom-based assessment in L2 contexts Cambridge, UK Cambridge Scholars Publishing. pp. 184-206

Chapter titleAssessment for autonomy, assessment for learning, and learner motivation: Fostering learner identities
AuthorsLamb, T. and Little, S.
EditorsTsagari, D.
Abstract

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 titleClassroom-based assessment in L2 contexts
Page range184-206
Year2016
PublisherCambridge Scholars Publishing
Publication dates
Published01 Jul 2016
Place of publicationCambridge, UK
ISBN9781443891028

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