Influences on the assessment of graduate attributes in higher education

By C. Hughes, S. Barrie. 2010

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A Validated and Reliable Instrument Investigating Engineering Students’ Perceptions of Competency in Generic Skills (2017, background): “…development of students focuses mainly on the identification of challenges (Chanock, 2004; Fraser & Thomas, 2013; Green et al., 2009) and the development of pedagogical and assessment practices to facilitate the development of these skills (Hughes & Barrie, 2010; James, 2000; Sin & McGuigan, 2013).”
Sustainable assessment revisited (2016, background): “It might reasonably be thought that developing informed judgement has the character of a graduate attribute (Hughes and Barrie 2010).”
Graduate attributes: implications for higher education practice and policy (2016, methodology): “Evaluating the attainment of graduate attributes is not straightforward (Hughes & Barrie, 2010), and using complementary types of data, including curriculum documentation, student perceptions and longitudinal studies involving alumni and employer responses, is perhaps the optimum way to achieve…”