Promoting Autonomous Learning through Self-, Peer-, and Co-assessment to Ensure High Quality in Georgian Higher Education (a case study of International Black Sea University, Georgia)

Irma MESIRIDZE, Nino TVALTCHRELIDZE

Abstract


The Bologna Process, Information and Communication Technology, and market forces have brought many
innovations and great changes to higher education systems throughout Europe. Reforms in higher education
have taken a new direction, towards making higher education students more autonomous. However, many
countries have not really adopted this innovative way of teaching and still maintain an old ‘transmission’ style
which often entails teachers trying to pour knowledge into the minds of their students. Promoting autonomous
learning (the ability of students to manage their own learning) in higher education is crucial both for the
individual and society, as the idea of an academic student comprises critical reflective thinking and the
importance of becoming an independent learner. This article will discuss the importance of promoting
autonomous learning throughout self, peer and co-assessment for higher education quality enhancement. The
paper will examine the case of International Black Sea University’s MA students enrolled in the Higher Education
Management program. The analyses of a survey will be used to discuss the significance of autonomous learning
for students and their readiness for self, peer and co-assessment.


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