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Influences on the assessment of graduate attributes in higher education
16 references·11 citing·36 second hop
Influences on the assessment of graduate attributes in higher education (2010)Influences on the assessment of graduate …A research-based approach to generic graduate attributes policy (2012)A research-based approach to …High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter (2008)High-Impact Educational Pract…Graduate Attributes, Learning and Employability (2007)Graduate Attributes, Learning…Writing and using learning outcomes: a practical guide (2006)Writing and using learning ou…Understanding What We Mean by the Generic Attributes of Graduates (2006)Understanding What We Mean by…Aligning assessment with long‐term learning (2006)Aligning assessment with long…Impact of student support services and academic development programmes on student outcomes in undergraduate tertiary study: a synthesis of the research (2005)Impact of student support ser…Identifying generic skills through curriculum mapping: a critical evaluation (2004)Identifying generic skills th…Beyond mapping and embedding graduate attributes: bringing together quality assurance and action learning to create a validated and living curriculum (2004)Beyond mapping and embedding …A research‐based approach to generic graduate attributes policy (2004)A research‐based approach to …Tuning Educational Structures in Europe (2003)Tuning Educational Structures…Academic Writing for Graduate Students: Essential Tasks and Skills (1996)Academic Writing for Graduate…Assessing Learners in Higher Education (1995)Assessing Learners in Higher …Situated Learning: Legitimate Peripheral Participation. (1994)Situated Learning: Legitimate…Situated Learning (1991)Situated LearningCritical Thinking and Subject Specificity: Clarification and Needed Research (1989)Critical Thinking and Subject…Assessment for Experiential Learning (2022)Assessment for Experiential L…Defining and measuring authentic assessment: a case study in the context of tertiary science (2021)Defining and measuring authen…A mapping of graduate attributes: what can we expect from UK university students? (2021)A mapping of graduate attribu…Towards Sustainability in Australian Social Work Field Education (2018)Towards Sustainability in Aus…Beyond grades: developing knowledge sharing in learning communities as a graduate attribute (2018)Beyond grades: developing kno…Re-thinking case-based assessments in business management education (2016)Re-thinking case-based assess…Graduate attributes: implications for higher education practice and policy (2016)Graduate attributes: implicat…Expanding students' ability to conceptualise the dynamics of changing places in the teaching of environmental geography (2016)Expanding students' ability t…Fixing holes where the rain gets in (2013)Fixing holes where the rain g…Fit for Purpose: A Framework for Developing and Assessing Complex Graduate Attributes in a Changing Higher Education Environment (2013)Fit for Purpose: A Framework …A visual-based approach to the mapping of generic skills: its application to a Marketing degree (2013)A visual-based approach to th…Understanding Learning and Teaching: the experience in higher education (1999)A conceptual framework for the teaching and learning of generic graduate attributes (2007)International experience and graduate employability: stakeholder perceptions on the connection (2009)Learning and Awareness (2013)Re-conceptualising graduate employability: the importance of pre-professional identity (2016)Assessment and Classroom Learning (1998)Differing perceptions in the feedback process (2006)Making Sense of Assessment Feedback in Higher Education (2013)Sustainable assessment revisited (2015)Education and thinking: The role of knowledge. (1984)Cultural Literacy: What Every American Needs to Know (1987)Education and Learning to Think (1987)Teachers' Beliefs about Teaching and Learning: A Constructivist Perspective (1992)Instructional Interventions Affecting Critical Thinking Skills and Dispositions: A Stage 1 Meta-Analysis (2008)Strategies for Teaching Students to Think Critically (2014)Realizing the University in an Age of Supercomplexity (1999)Graduate Employability: A Review of Conceptual and Empirical Themes (2012)League Tables and Their Limitations: Statistical Issues in Comparisons of Institutional Performance (1996)The Framework for Qualifications of the European Higher Education Area (2005)The concept of competence in the development of vocational education and training in selected EU member states: a critical analysis (2007)Competencies in Education for Sustainable Development: Exploring the Student Teachers’ Views (2015)Interpretations of criteria‐based assessment and grading in higher education (2004)Assessment for Learning (2005)Indeterminacy in the use of preset criteria for assessment and grading (2008)Situated Cognition and the Culture of Learning (1989)Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation (1991)What Video Games Have to Teach Us about Learning and Literacy (2004)Bringing in the Reader (2001)Authority and invisibility (2002)An exploration of a genre set: Research article abstracts and introductions in two disciplines (2004)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)What video games have to teach us about learning and literacy (2003)Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education (2005)What Student Affairs Professionals Need to Know About Student Engagement (2009)Developing undergraduate research and inquiry (2010)Student engagement literature review (2010)
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References

  • 1994Situated Learning: Legitimate Peripheral Participation.39,454 cited
  • 1991Situated Learning33,773 cited
  • 2008High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter2,999 cited
  • 2003Tuning Educational Structures in Europe1,467 cited
  • 2006Aligning assessment with long‐term learning1,265 cited
  • 1989Critical Thinking and Subject Specificity: Clarification and Needed Research1,056 cited
  • 1996Academic Writing for Graduate Students: Essential Tasks and Skills926 cited
  • 1995Assessing Learners in Higher Education686 cited
  • 2006Understanding What We Mean by the Generic Attributes of Graduates664 cited
  • 2012A research-based approach to generic graduate attributes policy490 cited
  • 2006Writing and using learning outcomes: a practical guide444 cited
  • 2004Beyond mapping and embedding graduate attributes: bringing together quality assurance and action learning to create a validated and living curriculum372 cited
  • 2004A research‐based approach to generic graduate attributes policy342 cited
  • 2007Graduate Attributes, Learning and Employability270 cited
  • 2004Identifying generic skills through curriculum mapping: a critical evaluation

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196 cited
  • 2005Impact of student support services and academic development programmes on student outcomes in undergraduate tertiary study: a synthesis of the research174 cited
  • Cited by

    • 2016Graduate attributes: implications for higher education practice and policy139 cited
    • 2021A mapping of graduate attributes: what can we expect from UK university students?87 cited
    • 2022Assessment for Experiential Learning66 cited
    • 2021Defining and measuring authentic assessment: a case study in the context of tertiary science60 cited
    • 2018Beyond grades: developing knowledge sharing in learning communities as a graduate attribute48 cited
    • 2013Fit for Purpose: A Framework for Developing and Assessing Complex Graduate Attributes in a Changing Higher Education Environment38 cited
    • 2016Re-thinking case-based assessments in business management education19 cited
    • 2018Towards Sustainability in Australian Social Work Field Education16 cited
    • 2013Fixing holes where the rain gets in13 cited
    • 2013A visual-based approach to the mapping of generic skills: its application to a Marketing degree8 cited
    • 2016Expanding students' ability to conceptualise the dynamics of changing places in the teaching of environmental geography6 cited