Graduate Attributes Assessment Program

• Published in: Campus-wide information systems 2021-01, Vol.38 (1), p.117-134
• Main Authors: ElAtia, Samira, Ipperciel, Donald, Zaiane, Osmar, Bakhshinategh, Behdad, Thibaudeau, Patrick
• Format: Article
• Language: English
• Subjects: Attitudes; College Graduates; Colleges & universities; Competence; Competency Based Education; Critical thinking; Data collection; Data mining; Data Processing; Decision analysis; Decision making; Education; Educational Environment; Electronic Learning; Employment Potential; Foreign Countries; Formative Evaluation; Higher education; Job Skills; Learning; Learning Management Systems; Learning Processes; Mastery Learning; Pedagogy; Portfolio Assessment; Portfolios; Portfolios (Background Materials); Skills; Student Characteristics; Students; Success; Teachers; Teaching; Universities
• ISSN: 2056-4880; 2056-4899
• DOI: 10.1108/IJILT-03-2020-0025

PurposeIn this paper, the challenging and thorny issue of assessing graduate attributes (GAs) is addressed. An interdisciplinary team at The University of Alberta ---developed a formative model of assessment centered on students and instructor interaction with course content.Design/methodology/approachThe paper starts by laying the theoretical groundwork on which this novel GA assessment tool is based, that is, competency-based education, assessment theory and GA assessment. It follows with a description of the online assessment tool for GAs that was developed in the course of this project.FindingsThe online assessment tool for GAs targets three types of stakeholders: (1) students, who self-assess in terms of GAs, (2) instructors, who use the tool to define the extent to which each GA should be inculcated in their course and (3) administrators, who receive aggregate reports based on the data gathered by the system for high-level analysis and decision-making. Collected data by students and professors advance formative assessment of these transversal skills and assist administration in ensuring the GAs are addressed in academic programs. Graduate attributes assessment program (GAAP) is also a space for students to build a personal portfolio that would be beneficial to highlight their skills for potential employers.Research limitations/implicationsThis research has strong implications for the universities, since it can help institutions, academics and students achieve better results in their practices. This is done by demonstrating strong links between theory and practice. Although this tool has only been used within the university setting by students, instructors and administrators (for self-, course and teaching and program improvement), it could increase its social and practical impact by involving potential employers and increase our understanding of student employability. Moreover, because the tool collects data on a continuous basis, it lends itself to many possible applications in educational data mining,Practical implicationsThe GAAP can be used and adapted to various educational contexts. The plugin can be added to any Learning Management System (LMS), and students can have access to their data and results throughout their education.Social implicationsThe GAAP allows institutions to provide a longitudinal formative assessment of students’ graduate attributes acquisition. It provides solid and valid evidence of students’ progress in a way that would a