An evaluation of the potential impact of standardised assessments on the promotion of pupil autonomy in Scottish education, from the perspective of Dearden’s view of autonomy

Abstract

Scotland is experiencing a period of radical educational transformation in the effort to raise attainment. Dearden argued for the promotion of autonomy in 1975 at another time of sweeping educational change. The principle of autonomy is firmly entrenched in Scotland’s Curriculum for Excellence and seen as key to ensuring pupils develop a broad range of skills and capacities, and consequently fulfil their potential. However, while Scotland used to rank highly in international standings, it has plummeted to average in recent years, resulting in the introduction of the National Improvement Framework in attempts to address this worrying decline. Standardised assessments have been launched as part of the National Improvement Framework but have sparked a raft of criticism in the media and considerable debate in parliament. While the Scottish Government responded to concerns in a review document, this article assesses the issues from an entirely different standpoint. Utilising Dearden’s perspective on autonomy, this article examines how commensurate standardised assessments are with Scotland’s educational policy on autonomy. I contend there is little justification for the negative view of standardised assessments in principle, arguing that standardised assessments can promote autonomy rather than diminish it, on the proviso that conditions for applying standardised assessments are fully understood and resourced.