Abstract
In higher education, assessments play an important role in improving students’ learning. However, the students, lack in
autonomy in their assessment practices, are deprived in their independent learning. Learner autonomy is defined as learners'
ability to take charge or control of their own learning. However, it is little known about the degree to which inquiry-based
learning make the teachers and students autonomous in their assessment methods through which they are assessed in relation
to the defined learning goals. Thus, this research work carried out on the teachers and students’ perceptions of using inquirybased methods in developing them autonomous teachers. Semi-structured interviews with the 20 teacher-educators and 4
focus group interviews were conducted. The findings show that the teachers and students appreciate the value of autonomy in
developing their learning through using inquiry based methods in their continuous assessment. The teachers and students
reflected their positive views about the independent learning through assignment methods, classroom discussions and
projects that make them critical thinker and autonomous learner. The results showed the proper orientation should be given to
the teachers’ and students’ on the importance of autonomy regarding development of the learning. The recommendations are
made to the relevant authorities, explanations are discussed and suggestions for additional research are offered.
