Assessment and Critical Autonomy in Post-compulsory Education in the UK

Particular assessment practices can, potentially, enhance learners' autonomy and motivation. However, developments in outcome-based assessment hinder better theoretical and empirical links between assessment and different forms of autonomy. In addition, sociocultural aspects of assessment are an overlooked dimension in promoting autonomy, affecting the implementation of assessment regimes and teachers' and students' values and beliefs. This article provides a theoretical framework of autonomy and assessment as a basis for exploring empirically how critical autonomy might be promoted more strategically in learning programmes.