Using self assessment to integrate graduate attribute development with discipline content delivery

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dc.contributor.author Willey, Keith en_US
dc.contributor.author Gardner, Anne en_US
dc.contributor.editor Flemming K. Fink en_US
dc.date.accessioned 2010-05-28T10:03:47Z
dc.date.available 2010-05-28T10:03:47Z
dc.date.issued 2008 en_US
dc.identifier 2008000439 en_US
dc.identifier.citation Willey Keith and Gardner Anne 2008, 'Using self assessment to integrate graduate attribute development with discipline content delivery', Sense Publishers, Rotterdam, The Netherlands, pp. 1-9. en_US
dc.identifier.issn 978-90-8790-571-2 en_US
dc.identifier.other E1 en_US
dc.identifier.uri http://hdl.handle.net/10453/11343
dc.description.abstract Professionals, in addition to being technically competent, require skills of collaboration, communication and the ability to work in teams [1,2]. There is a reported competency gap between these skills required by employers and those developed by students during their undergraduate courses [3,4]. In response to this gap Universities have introduced graduate attributes which their students should develop during the course of their degree. Some of these attributes are discipline specific, others are generic to all professions. Generic attributes include teamwork skills, being able to think both critically and independently, being able to critically appraise their work and the work of others, and an appreciation of the need and value of critical reflection in one's academic, personal, and professional life. The development of all these attributes can be promoted by employing self and peer assessment. Thoughtful use provides opportunities to practise, develop, assess and provide feedback on these attributes and develop students? judgement [5] even within subjects where traditional discipline content is taught. Our research involves using two assessment metrics produced from confidential student self and peer evaluations. These metrics are shared between all group members in structured feedback sessions several times a semester. This allows students to identify their individual strengths and weaknesses and address any competency gaps in their development. These metrics also allow progress to be assessed not only within a single subject but throughout an entire degree program. en_US
dc.language en_US
dc.publisher Sense Publishers en_US
dc.relation.isbasedon en_US
dc.title Using self assessment to integrate graduate attribute development with discipline content delivery en_US
dc.parent Proceedings of the 36th Annual Conference of SEFI en_US
dc.journal.volume en_US
dc.journal.number en_US
dc.publocation Rotterdam, The Netherlands en_US
dc.identifier.startpage 1 en_US
dc.identifier.endpage 9 en_US
dc.cauo.name FEIT.School of Civil and Environmental Engineering en_US
dc.conference Verified OK en_US
dc.for 091500 en_US
dc.personcode 995679 en_US
dc.personcode 030221 en_US
dc.percentage 100 en_US
dc.classification.name Interdisciplinary Engineering en_US
dc.classification.type FOR-08 en_US
dc.edition en_US
dc.custom Annual Conference of European Society for Engineering Education en_US
dc.date.activity 20080702 en_US
dc.location.activity Aalborg, Denmark en_US
dc.description.keywords self and peer assessment, graduate attributes, teamwork, online tools, SPARK en_US
dc.staffid en_US
dc.staffid 030221 en_US


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