This paper explores how a tutor engaged an individual student who was abusive to teachers and would not carry out coursework assessments which tutors had set him in the Lifelong Learning Sector. It offers strategies to overcome barriers to achievement, particularly where a student resists carrying out required assessment tasks. It is a self-reflexive, auto-ethnographic case study. The research is based on observation, interview and a narratology of the researcher’s own involvement in the situation. It is concerned with strategies that worked with this particular student. It argues a case for personal engagement, solution-focused and cognitive behavioural strategies in the teaching/learning situation and offers an overall humanist approach. It ultimately argues for the complexity of understanding the key relationship between teacher and student. It is also concerned with ‘improving practice’ which is the central agenda of this journal.
How to Cite
Lebor, M., (2015) “The Fear of Being Assessed: An Auto-Ethnographic Case Study on Attempts to Engage and Motivate an Individual Disaffected Access Student”, Teaching in Lifelong Learning 6(2). doi: https://doi.org/10.5920/till.2015.625