Moray House has a long and distinguished record in the promotion and development of the idea of self-directed learning and consequently of self- assessment. This paper begins by examining the beliefs which underlie that commitment and the reasons which can be adduced in support of those beliefs. It then considers one of the major problems which such a commitment presents, the tension between self-assessment and institutional assessment leading to certification. A scheme which goes some of the way toward reconciling these tensions is described and its advantages and shortcomings are commented upon. Finally proposals for future development of the scheme are briefly considered.
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