Quantitative skills as a graduate learning outcome: exploring students’ evaluative expertise

Matthews, Kelly E., Adams, Peter and Goos, Merrilyn (2016) Quantitative skills as a graduate learning outcome: exploring students’ evaluative expertise. Assessment & Evaluation in Higher Education, . doi:10.1080/02602938.2016.1161725

Attached Files (Some files may be inaccessible until you login with your UQ eSpace credentials)
Name Description MIMEType Size Downloads

Author Matthews, Kelly E.
Adams, Peter
Goos, Merrilyn
Title Quantitative skills as a graduate learning outcome: exploring students’ evaluative expertise
Journal name Assessment & Evaluation in Higher Education   Check publisher's open access policy
ISSN 1469-297X
Publication date 2016-03-22
Year available 2016
Sub-type Article (original research)
DOI 10.1080/02602938.2016.1161725
Open Access Status Not Open Access
Total pages 16
Place of publication Abingdon, Oxon, United Kingdom
Publisher Routledge
Collection year 2017
Language eng
Formatted abstract
In the biosciences, quantitative skills are an essential graduate learning outcome. Efforts to evidence student attainment at the whole of degree programme level are rare and making sense of such data is complex. We draw on assessment theories from Sadler (evaluative expertise) and Boud (sustainable assessment) to interpret final-year bioscience students’ responses to an assessment task comprised of quantitative reasoning questions across 10 mathematical and statistical topics. The question guiding the study was: do final year science students graduate knowing the quantitative skills that they have, and knowing the quantitative skills that they do not have? Confidence indicators for the 10 topics gathered students’ perceptions of their quantitative skills. Students were assigned to one of four categories: high performance-high confidence; low performance-low confidence; high performance-low confidence; or low performance-high confidence – with those in the first two categories demonstrating evaluative expertise. Results showed the majority of students effectively evaluated their quantitative skills as low performance-low confidence. We argue that the application of evaluative expertise to make sense of this graduate learning outcome can further the debate on how assuring graduate learning outcomes can enhance student learning.
Keyword Evaluative expertise
Sustainable assessment
Graduate learning outcomes
Quantitative skills
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Version Filter Type
Citation counts: Scopus Citation Count Cited 0 times in Scopus Article
Google Scholar Search Google Scholar
Created: Wed, 23 Mar 2016, 08:33:39 EST by Kelly Matthews on behalf of Institute for Teaching and Learning Innovation