Are confidence and willingness the keys to the assessment of graduate attributes?

De La Harpe, B, David, C, Dalton, H and Thomas, J 2009, 'Are confidence and willingness the keys to the assessment of graduate attributes?', in John Milton, Cathy Hall, Josephine Lang, Garry Allan and Milton Nomikoudis (ed.) Proceedings of ATN Assessment Conference 2009: Assessment in Different Dimensions, Melbourne, Australia, 19-20 Nov 2009, pp. 111-118.


Document type: Conference Paper
Collection: Conference Papers

Title Are confidence and willingness the keys to the assessment of graduate attributes?
Author(s) De La Harpe, B
David, C
Dalton, H
Thomas, J
Year 2009
Conference name ATN Assessment Conference 2009: Assessment in Different Dimensions
Conference location Melbourne, Australia
Conference dates 19-20 Nov 2009
Proceedings title Proceedings of ATN Assessment Conference 2009: Assessment in Different Dimensions
Editor(s) John Milton, Cathy Hall, Josephine Lang, Garry Allan and Milton Nomikoudis
Publisher Learning and Teaching Unit, RMIT University
Place of publication Melbourne, Australia
Start page 111
End page 118
Total pages 8
Abstract It is well accepted that across the disciplines progress in embedding graduate attributes into university curricula has been slow. This is the case even though there is stakeholder consensus that attributes are important and should be a focus of university programs. Assessment is often reported as a key obstacle to integrating graduate attributes, and staff beliefs about their ability to assess plays a major role in influencing their practice. Are academics placing emphasis on assessing graduate attributes and how confident and willing are they to do so? In this paper, we draw on the data of an Australian Learning and Teaching Council funded project that involved surveying academic staff in 16 universities about their beliefs about teaching and assessing graduate attributes
Subjects Education Systems not elsewhere classified
Keyword(s) graduate attributes
academic beliefs
willingness
confidence
assessment.
Copyright notice © Individual authors of the ATN Assessment Conference 2009
ISBN 9780646524214
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