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ERIC Number: EJ1178510
Record Type: Journal
Publication Date: 2018
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1470-3297
EISSN: N/A
To Be or Not to Be: Understanding University Academic English Teachers' Perceptions of Assessing Self-Directed Learning
Lau, Ken
Innovations in Education and Teaching International, v55 n2 p201-211 2018
Self-directed learning, despite its growing popularity in education, has challenged conventional assessment practice which often foregrounds the presentation of identical conditions to ensure reliability. This article discusses the results of a case study of university academic English teachers' perceptions and reported practices of assessing self-directed learning with a view to enhancing its reliability and validity. Twenty-two teachers were interviewed about four main areas of self-directed learning: its relevance to English enhancement, the necessity for and challenges in assessing it and the evidence for its success. The study finds teachers' varying degree of understanding of self-directed learning that influence their assessment practices. The reported challenges include difficulties in monitoring students' progress and reification of autonomy. The interviewees emphasised cognitive development as a major indicator of success in self-directed learning. Pedagogical implications are identified to make the assessment more robust such as strengthening teacher-training and co-construction of criteria with students.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong
Grant or Contract Numbers: N/A