Assessing Graduate Attributes: Building a Criteria-Based Competency Model

Abstract

Graduate attributes (GAs) have become a necessary framework of reference for the 21 st century competency-based model of higher education. However, the issue of evaluating and assessing GAs still remains unchartered territory. In this article, we present a criteria-based method of assessment that allows for an institution-wide comparison of the various acquisition levels of different GAs. In order to achieve this, we first propose an understanding of GAs as knowledge, skills and attitude constructs, which directly impacts the operational development of GA scales. Second, after briefly discussing some shortcomings in current assessment/evaluation tests for GAs, we present the many features of the criteria-based model for assessing GAs, such as the importance of the proper interpretation of GAs as can-do statements, a theory-based development of the abstract categories that make up a scale for GA assessment and concrete examples of GA scales based on these abstract theories.

Evolution of a Qualifying Examination from a Timed Closed-Book Format to an Open-Book Collaborative Take-Home Format: A Case Study and Commentary

“…In effect, what we had done was to simply assume, without deep analysis, that the MB program ought to have a QE, and moreover that its structure ought to be similar to the QE for a typical doctoral program. It could be argued that the initial iteration of the QE did not have a formal educational "goal", as rigor in of itself is not a skill, competency or attribute which a student should possess (Ippersiel & el Atia, 2014).…”

Intersecting Roadmaps: Resolving Tension Between Profession-Specific and University-Wide Graduate Attributes

“…Being notoriously difficult to implement and assess (Barrie, 2006;Drummond et al, 1998), typically because of their abstract and non-homogenous nature (Bennett et al, 1999;Green et al, 2009;Taylor et al, 2012), the integration of the UGAs has yet to gain traction campus-wide among instructors 7 . Previously, we devised a criteria-based model for assessing UGAs (Ipperciel & ElAtia, 2014). This model is founded on the understanding of UGAs as knowledge, skills, and attitudes, which allows us to integrate UGAs of a different nature.…”

“…Implementation has been slow in professional programs as accreditation-related graduate attribute assessment is already in place and the correspondence of the sets of professional and university graduate attributes is not obvious. In addition, the actual assessment of the UGAs is viewed as an obstacle by academics (Ipperciel & ElAtia, 2014;Kanuka & Cowley, 2017;Maguire & Gibbs, 2013).…”

The 7i model: A common language for graduate attributes

“…For students and academics to take GAs seriously and engage with them, they must be clearly communicated, meaningful, relevant and taught as part of the formal curriculum (Jones and Pate 2019). Assessment and feedback are crucial in this process and there are several proposals for the assessment of GAs in the available literature (Aitken and Thompson 2018;Ipperciel and ElAtia 2014;Sampson, Moltchanova, Robertson, Bridgman, Suszko, and Russell 2018). However, none of them provide a reliable way of assessing the GAs which cannot be assessed using traditional assessment criteria but only through observing behaviour.…”