Influences on the assessment of graduate attributes in higher education

Hughes, C and Barrie, S (2010). Influences on the assessment of graduate attributes in higher education. In: Fourth Biennial EARLI/Northumbria Assessment Conference. Challenging Assessment, Berlin, Germany, (325-334). 27 – 29 August 2008. doi:10.1080/02602930903221485


Author Hughes, C
Barrie, S
Title of paper Influences on the assessment of graduate attributes in higher education
Conference name Fourth Biennial EARLI/Northumbria Assessment Conference. Challenging Assessment
Conference location Berlin, Germany
Conference dates 27 – 29 August 2008
Journal name Assessment and Evaluation in Higher Education   Check publisher's open access policy
Place of Publication Abingdon, Oxon, U.K.
Publisher Routledge
Publication Year 2010
Sub-type Fully published paper
DOI 10.1080/02602930903221485
ISSN 0260-2938
1469-297X
Volume 35
Issue 3
Start page 325
End page 334
Total pages 10
Collection year 2011
Language eng
Abstract/Summary 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.
Keyword Assessment
Graduate attributes
Outcomes
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

 
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Created: Wed, 23 Mar 2011, 13:01:11 EST by Dr Clair Hughes on behalf of Teaching & Educational Development Institute