Developing criteria to assess graduate attributes in students' work for their disciplines

After two decades, efforts to integrate the development and assessment of Ã¢â¬Ëgraduate attributesÃ¢â¬â¢ into discipline curricula remain slow, uneven, and fraught with difficulties.ÃÂ Scholars have identified political, cultural and practical reasons for academicsÃ¢â¬â¢ resistance to this require...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autor principal:	Kate Chanock
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2013
Materias:	graduate attributes generic skills integrated assessment criteria standards Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/749d23674c4847a7a820977732b6ad37
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:749d23674c4847a7a820977732b6ad37
record_format	dspace
spelling	oai:doaj.org-article:749d23674c4847a7a820977732b6ad372021-11-29T14:03:51ZDeveloping criteria to assess graduate attributes in students' work for their disciplines10.47408/jldhe.v0i6.1971759-667Xhttps://doaj.org/article/749d23674c4847a7a820977732b6ad372013-12-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/197https://doaj.org/toc/1759-667X After two decades, efforts to integrate the development and assessment of Ã¢â¬Ëgraduate attributesÃ¢â¬â¢ into discipline curricula remain slow, uneven, and fraught with difficulties.ÃÂ Scholars have identified political, cultural and practical reasons for academicsÃ¢â¬â¢ resistance to this requirement, including Ã¢â¬Ëlack of ownership and shared understanding of how to teach and assess graduate attributesÃ¢â¬â¢ (Radloff et al., 2008). Along with Barrie (2007) and de la Harpe and David (2010), Radloff et al. (2008) have argued that Ã¢â¬Ëacademic staff beliefs are critical and fundamental to any attempts at developing studentsÃ¢â¬â¢ graduate attributesÃ¢â¬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 academicsÃ¢â¬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 Ã¢â¬ËcapabilitiesÃ¢â¬â¢ across the three years of a BA degree, in which a Faculty working party tried to tease out what we meant by Ã¢â¬Ëgood writingÃ¢â¬â¢ into easily applicable criteria with authentic meaning(s) across our varied disciplines. Kate ChanockAssociation for Learning Development in Higher Education (ALDinHE)articlegraduate attributesgeneric skillsintegratedassessmentcriteriastandardsTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 6 (2013)
institution	DOAJ
collection	DOAJ
language	EN
topic	graduate attributes generic skills integrated assessment criteria standards Theory and practice of education LB5-3640
spellingShingle	graduate attributes generic skills integrated assessment criteria standards Theory and practice of education LB5-3640 Kate Chanock Developing criteria to assess graduate attributes in students' work for their disciplines
description	After two decades, efforts to integrate the development and assessment of Ã¢â¬Ëgraduate attributesÃ¢â¬â¢ into discipline curricula remain slow, uneven, and fraught with difficulties.ÃÂ Scholars have identified political, cultural and practical reasons for academicsÃ¢â¬â¢ resistance to this requirement, including Ã¢â¬Ëlack of ownership and shared understanding of how to teach and assess graduate attributesÃ¢â¬â¢ (Radloff et al., 2008). Along with Barrie (2007) and de la Harpe and David (2010), Radloff et al. (2008) have argued that Ã¢â¬Ëacademic staff beliefs are critical and fundamental to any attempts at developing studentsÃ¢â¬â¢ graduate attributesÃ¢â¬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 academicsÃ¢â¬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 Ã¢â¬ËcapabilitiesÃ¢â¬â¢ across the three years of a BA degree, in which a Faculty working party tried to tease out what we meant by Ã¢â¬Ëgood writingÃ¢â¬â¢ into easily applicable criteria with authentic meaning(s) across our varied disciplines.
format	article
author	Kate Chanock
author_facet	Kate Chanock
author_sort	Kate Chanock
title	Developing criteria to assess graduate attributes in students' work for their disciplines
title_short	Developing criteria to assess graduate attributes in students' work for their disciplines
title_full	Developing criteria to assess graduate attributes in students' work for their disciplines
title_fullStr	Developing criteria to assess graduate attributes in students' work for their disciplines
title_full_unstemmed	Developing criteria to assess graduate attributes in students' work for their disciplines
title_sort	developing criteria to assess graduate attributes in students' work for their disciplines
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2013
url	https://doaj.org/article/749d23674c4847a7a820977732b6ad37
work_keys_str_mv	AT katechanock developingcriteriatoassessgraduateattributesinstudentsworkfortheirdisciplines
_version_	1718407291785445376

Developing criteria to assess graduate attributes in students' work for their disciplines

Ejemplares similares