Key Skills Computerised Assessments. Guiding Principles

Drew, Sue; Thorpe, Louise; Bannister, Phil

doi:10.1080/02602930220128742

Cited by 11 publications

(2 citation statements)

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“…There are a number of terms used in different countries and levels of education such as "key skills" (Drew et al, 2002), 'generic attributes' (Wright, 1995), 'key competences' (Mayer, 1992), 'transferable skills' (Assiter, 1995) and the terms "employability skills" and "soft skills" that are increasingly popular in the business sector (BIHECC, 2007).…”

Section: Graduate Attribute Terminologymentioning

confidence: 99%

Successful engagement in graduate attribute assessment using software

Thompson

2009

Campus-Wide Information Systems

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Purpose -The benefits of an educational shift to graduate attribute development have been foregrounded in the educational literature since the early 1990s. Attribute mapping in documentation with no change to assessment constitutes a surface approach. This paper aims to use as an example a deep approach that uses software to facilitate staff and student engagement. Design/methodology/approach -In 2002 the author developed online criteria-based assessment software ReView, together with a process involving the constructive alignment of assessment tasks. This was used in an academic development context to assist staff to integrate graduate attribute development through the assessment of student work. The time-saving features of the online software, colour-coded feedback about attribute development and its facilitation of students' self-assessment were significantly successful parts of this approach. Findings -A time-saving strategy using software as a facilitator can encourage change to assessment practices. The inclusion of discipline content as part of attribute-related assessment criteria assisted staff engagement with a developmental approach to attributes. Top-down directives need bottom-up processes and both are assisted by factors such as external accreditation and course reviews. Originality/value -The paper clarifies graduate attribute terminology issues and identifies problems with "top-down directives". It describes innovative online criteria-based assessment software used to facilitate graduate attribute integration and student self-assessment. Assessment processes that give students a progressive portrait of their attribute development are few and far between. This paper offers data about one successful approach to this issue.

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Section: Graduate Attribute Terminologymentioning

confidence: 99%

Successful engagement in graduate attribute assessment using software

Thompson

2009

Campus-Wide Information Systems

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“…The term graduate attributes is common in Australian universities but 'learner profiles' is a popular current term. Earlier terms include 'key skills' (Drew, Thorpe, & Bannister, 2002), 'generic attributes' (Wright, 1995), 'key competences' (Mayer, 1992), 'transferable skills' (Assiter, 1995), and the terms 'employability skills' and 'soft skills', commonly used in business (BIHEC, 2007, Vasilieva, 2022. However, these are not necessarily made explicit in the assessment of student work or employee performance and there is scant evidence of them being mapped or harmonised in meaningful ways.…”

Section: Introductionmentioning

confidence: 99%

Graduate attributes in action

Thompson

2023

APUBS

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This paper addresses an opportunity to harmonise the development of graduate attributes both before and after university engagement. Foregrounding these qualities and capabilities in the assessment of student work brings an opportunity to consider an over-arching meta-model that may serve to harmonise many disparate general capability frameworks. The meta-model, Capability Results Inventory, referred to as CAPRI, emerged through the categorisation of assessment criteria and was then applied with subcategories to forty six degree courses. Implementations at university level and one high school using the same assessment software are described. The meta-model is then mapped for selected 21st Century skill frameworks often used in business contexts. The paper concludes that the examples of graduate attribute integration in both university and high school assessment could also be transferrable to employee performance and development.

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