Influences on the assessment of graduate attributes in higher education

Clair Hughes · Simon C. Barrie

168 citations0/0 files storedAssessment & Evaluation in Higher Education

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Educational Assessment and Pedagogy Higher Education and Employability Higher Education Teaching and Evaluation

Abstract

Graduate attributes have received considerable attention in recent years as universities seek to renew and articulate their purposes. Though many claims are made with respect to the implementation of graduate attributes, there is growing acceptance of the proposition that the strongest evidence of their achievement is their explicit embedding in assessment. While university policies espouse the assessment of graduate attributes, studies have suggested that the effectiveness of this undertaking is often limited by the influence of a range of diverse but interrelated factors. This paper discusses these influential factors and argues that the assessment of graduate attributes is a complex issue that is unlikely to be resolved unless these factors are addressed at a systemic level.

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References

1994Situated Learning: Legitimate Peripheral Participation.1991Situated Learning 2008High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter 2003Tuning Educational Structures in Europe 2006Aligning assessment with long‐term learning 1989Critical Thinking and Subject Specificity: Clarification and Needed Research 1996Academic Writing for Graduate Students: Essential Tasks and Skills 1995Assessing Learners in Higher Education

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2016Graduate attributes: implications for higher education practice and policy 2021A mapping of graduate attributes: what can we expect from UK university students?2022Assessment for Experiential Learning 2018Beyond grades: developing knowledge sharing in learning communities as a graduate attribute 2013Fit for Purpose: A Framework for Developing and Assessing Complex Graduate Attributes in a Changing Higher Education Environment 2016

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