Australian universities' quality assurance of graduate attributes relies on a narrow range of strategies, and assessment data remain largely underutilised¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2015: baselines and conditions change

Subclaims¶

q2 i? A narrow range of quality assurance strategies is used for graduate attributes in Australia; student survey data are infrequently used to inform assessment, and multiple complementary data forms remain largely underutilised. → Clair Hughes and Simon Barrie 2010

Evidence¶

Clair Hughes and Simon Barrie 2010¶

Clair Hughes and Simon Barrie. (2010). Influences on the assessment of graduate attributes in higher education. Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602930903221485

q2 · i? · theoretical · r2

Descriptive analysis of Australian practice reported in the paper: student perceptions are routinely collected via surveys but 'used only infrequently to inform or enhance assessment practices', and assessment data are rarely included in institutional quality assurance processes.

"Multiple and complementary forms of data – curriculum maps, student survey perceptions of their development of graduate attributes and actual data from assessment and self- and peer-assessment tasks – can be combined to explicitly assure the development of graduate attributes but, as yet, these possibilities remain largely underutilised"

Discussion¶

Related Claims¶

• Graduate attributes ('wicked competences') may not be amenable to conventional assessment because they are context-dependent, partly specifiable and developed over years
• Multi-institutional case study analysis of five Australian higher education institutions revealed a lack of governance-level information on student assessment and integrity — related