Graduate attributes ('wicked competences') may not be amenable to conventional assessment because they are context-dependent, partly specifiable and developed over years¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Knight and Page argue graduate attributes are a mix of dispositions, understandings, attributes and practices, rarely fully specifiable, the product of years of learning, and usually context-dependent, making them potentially not amenable to assessment as conventionally understood. → 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

q1 · i? · theoretical · r2

The paper reports, citing Knight and Page (2007), that graduate attributes may resist conventional assessment. The review attributes this to the attributes being 'usually context-dependent' and 'the product of years of learning rather than of weeks'. No empirical data are presented for this attributed claim.

"one of the problems with the assessment of graduate attributes (which they equate to the additional term 'wicked competences') is that it may not be amenable to assessment as it is conventionally understood"

Discussion¶

Related Claims¶

• Australian universities' quality assurance of graduate attributes relies on a narrow range of strategies, and assessment data remain largely underutilised
• Excluding graduate attributes from assessment carries four disadvantages, including that unassessed attributes will not be taken seriously by students or teachers — related