Developing criteria to assess graduate attributes in students' work for their disciplines
After two decades, efforts to integrate the development and assessment of ââ¬Ëgraduate attributesââ¬â¢ into discipline curricula remain slow, uneven, and fraught with difficulties.àScholars have identified political, cultural and practical reasons for academicsââ¬â¢ resistance to this require...
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| Formato: | article |
| Lenguaje: | EN |
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Association for Learning Development in Higher Education (ALDinHE)
2013
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| Acceso en línea: | https://doaj.org/article/749d23674c4847a7a820977732b6ad37 |
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| Sumario: | After two decades, efforts to integrate the development and assessment of ââ¬Ëgraduate attributesââ¬â¢ into discipline curricula remain slow, uneven, and fraught with difficulties.àScholars have identified political, cultural and practical reasons for academicsââ¬â¢ resistance to this requirement, including ââ¬Ëlack of ownership and shared understanding of how to teach and assess graduate attributesââ¬â¢ (Radloff et al., 2008). Along with Barrie (2007) and de la Harpe and David (2010), Radloff et al. (2008) have argued that ââ¬Ëacademic staff beliefs are critical and fundamental to any attempts at developing studentsââ¬â¢ graduate attributesââ¬â¢.
This article suggests that, rather than trying to change these beliefs via top-down mandates to adopt institutional attributes, it may make sense instead to start from academicsââ¬â¢ beliefs and see what attributes they suggest are actually integral to their cultures of enquiry. I reflect on such a process in the context of developing criteria and standards for assessing graduate ââ¬Ëcapabilitiesââ¬â¢ across the three years of a BA degree, in which a Faculty working party tried to tease out what we meant by ââ¬Ëgood writingââ¬â¢ into easily applicable criteria with authentic meaning(s) across our varied disciplines.
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