Formative (self-)assessment as autonomous language learning
Cooker, Lucy (2012) Formative (self-)assessment as autonomous language learning. PhD thesis, University of Nottingham.
While learner autonomy is often lauded as an important goal in language education, applied linguists have debated if it is a construct that has been given proper attention in terms of definition and assessment. In order to address this debate the researcher implemented a two-phase study within the context of higher education. Theories of learner autonomy, sustainable assessment and transformative learning guided the study design.
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