Assessment practices within a graduate attributes framework The need for the development of generic skills
المؤلف:
Sundrakanthi Singh & Barry Gibson
المصدر:
Enhancing Teaching and Learning through Assessment
الجزء والصفحة:
P315-C27
2025-07-26
560
Assessment practices within a graduate attributes framework
The need for the development of generic skills
The Australian Technology Network's Teaching and Learning Committee defines graduate attributes or generic skills as "the qualities, skills and understandings a university community agrees its students would desirably develop during their time at the institution and, consequently, shape the contribution they are able to make to their profession and as a citizen" (Australian Technology Network, 2000). These generic skills include critical thinking, problem solving, interpersonal understanding and written communications. These and other skills are encapsulated within the graduate attributes of Edith Cowan University.
Within the Australian context, pressures for the development of generic skills arise from three sources- the government, employers of graduates and universities themselves. The introduction of the Graduate Skills Assessment Test by the government in 2000 now places increased pressure on universities, particularly on their course and curriculum development teams to embed generic skills into teaching, learning and assessment practices of all units within courses. Generic skills are also highly valued by employers. For instance, Allen and Roschecouste state that "businesses rank communication skills as the number one characteristic they were seeking in graduates" and that "excellent communication skills continue to be listed in almost all newspaper advertisements as an important criterion for professional appointments" (Medlin et al., 2003). Similarly, several professions stipulate in course accreditation documentation that graduates should have strong capacities for inquiry, abstract and logical thinking, critical analysis, oral and written communication, and interpersonal skills. From the point of view of universities, the development of generic skills is important for two key reasons. Firstly, it has been shown that within increasingly diverse student populations, the implementation of traditional university teaching, learning and assessment practices do not necessarily result in the development of a broad range of skills to complement a body of subject technical content. This strengthens the need to make explicit the development of generic skills through teaching, learning and assessment practices at university. The second reason is that it is important to be able to differentiate graduates from different universities with regard to their effectiveness in meeting the requirements for different employers and the wider community (Medlin et al., 2003).
As stated by Medlin, Graves and McGowan (2003), the progress made by universities across the country to embed the development of generic skills varies, with several universities experiencing difficulties in implementing their graduate attributes within the teaching and learning environment (Medlin et al., 2003). The situation at Edith Cowan University is no exception. We describe a process of embedding graduate attributes within the teaching and learning environment whilst taking into consideration the issues and concerns facing staff and student as outlined earlier.
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