1. Dr Mei-Li Roberts, Programme Leader: BA (Hons) Child and Youth Studies
Evaluation of Mandatory Graduate Attributes Reflective Assessment QAA Enhancement Themes 2018
Dr Mei-Li Roberts, Programme Leader: BA (Hons) Child and Youth Studies

2. Graduate attributes

3. Background
Graduate attributes embedded in every module and across programme
BUT students not necessarily aware of graduate attributes when applying for further study/employment
Faculty event highlighted that this needed to be made explicit to students

4. Programmes team discussion
How to make graduate attributes explicit?
Embed personal development plan as a reflective assessment in a core module at each level?
But reflective assessments already embedded in the modules
Need to reflect on graduate attributes rather than module content
Also agreed this should enhance the student experience.

5. Graduate Attributes Assessment Pilot
Degree
Delivery
Networked
Registration with professional body
BAH Child and Youth Studies
Fully online
9 APs No
BAH Health Studies
8 APs
BSc Oral Health Science
Blended learning: VC, online and face-to-face
2 APs + Dumfries
GDC registration on completion of full BSc

6. Graduate Attributes Reflection Assessment
Mandatory assessment for all modules
0% weighting
Not marked
Assessment wording:
Students must submit their reflection of the Graduate Attributes on the Assessment Coversheet ‘Reflect on the process you undertook to complete this assessment including how this met the identified graduate attributes in the module descriptor’.
By completing this reflection, this assessment will be awarded a pass, if no reflection is submitted then this assessment will be awarded a fail and the module will not be passed.

7. Graduate Attributes Reflection Assessment
Students submit their Graduate Attributes reflection on the Assessment Coversheet
They reflect on the process they undertook to complete the assessment
This includes how this met the identified Graduate Attributes in the module descriptor
If no reflection is submitted they do not pass the module.

8. Module descriptor example
Graduate Attributes
Learning Outcomes
Assessment
Knowledge and Academic Skills
LO1, LO2, LO3
Assessment 1, Assessment 2
Community Awareness
Interpersonal Skills
Communication
Self Management

9. Graduate Attributes Reflection Assessment Coversheet
The assessment is embedded on the coversheet – the first box is mandatory:
Reflect on the process you undertook to complete this assessment including how this met the identified graduate attributes in the module descriptor.
Note at least 2 areas of development identified in previous assessment feedback and outline how you have addressed these in this submission.
Outline any areas you would like feedback on.

10. Further assessment guidance
For clarity, failure to complete the Graduate Attributes reflection section of the coversheet will result in a FAIL for the Graduate Attributes Reflection assessment and therefore the MODULE. However, completion of this section does not mean you will automatically pass the other assessments in the module (e.g. the assessments the coversheet is attached to). Completion of this section only means you have passed the Graduate Attributes Reflection assessment. Your other assessments are assessed and marked as usual and you still need to achieve an overall pass mark to pass the module, in addition to submitting your Graduate Attributes Reflection assessment.

11. Further assessment guidance (cont)
The Graduate Attributes Reflection assessment has a 0% weighting, this means that it is not marked but MUST be completed.
Your reflection can be as brief or as detailed as you wish, however you should bear in mind that the purpose of the Graduate Attributes Reflection is to:
Make explicit the graduate attributes that you are gaining in completion of your modules and degree.
Create a portfolio of reflection so you have specific examples that you can draw on to demonstrate how you have gained/met these attributes when applying for employment or further study. You may wish to save your reflections for future use.
Develop your reflective thinking, learning and practice, which is an important element of both academic study and professional practice when working with children and young people.

12. Further assessment guidance (cont)
It may also be useful to discuss your reflections with your PAT to identify areas for development as part of your personal development planning.
The UHI Graduate Attributes can be found here to assist in writing your reflection: 
experience/graduate-attributes/

13. Graduate Attributes RubricGA
Excellent
Good
Satisfactory
Unsatisfactory
Resubmission required
Knowledge and skill
Possesses high level technical and academic knowledge and skills.
Identifies practical application for academic skills and knowledge very well.
Takes excellent evidence informed decisions.
Intellectually agile and able to solve problems confidently and effectively.
Thinks strategically and deals well with complexity.
Able to learn and develop own knowledge demonstrating great depth.
Very open to feedback
Possesses a good level technical and academic knowledge and skills.
Identifies practical application for academic skills and knowledge.
Takes good evidence informed decisions.
Intellectually fairly agile and well able to solve most problems effectively.
Thinks fairly strategically and deals with some complexity.
Able to learn and develop own knowledge
Open to feedback
Possesses a satisfactory level of technical and academic knowledge and skills.
Barely able to identify practical application for academic skills and knowledge.
Takes few evidence informed decisions.
Intellectually able to solve problems but lacks confidence and may not be entirely effective.
Thinks with minimal strategy but does not deal with complexity well.
Able to learn and develop own knowledge but lacks depth. Generally open to feedback
Possesses an unsatisfactory level of technical and academic knowledge and skills.
Cannot Identify practical application for academic skills and knowledge.
Does not take evidence informed decisions.
Intellectually poor and unable to solve problems confidently and effectively.
Does not think strategically and cannot deal with complexity.
Does not demonstrate ability to learn and develop own knowledge
Not open to feedback

14. Student Results - Participants

15. Student Results

16. Student Results

17. Usefulness of Graduate Attributes
54% said they never found the mandatory coversheet or table useful for reflection on GA
‘I feel it is repetitive and not useful. I find I am repeating info but not necessarily being reflective each time. Stresses on the course are enough without adding to it with this, each and every assessment. It's not part of the actual course so I don't find it useful. On the contrary, I find it a nuisance. It's not marked but we are told that if we don't complete it, we will automatically fail’
‘It does make you sit back and reflect on your learning and process that you have used to get there. It made me look at the attributes too and found this part useful as before just concentrated on modules and assignments- not the other aspects of learning.’

18. Preparation for interview
‘No. The course has helped enhance knowledge I already have but at interviews it is knowledge and not Graduate attributes that I have been thinking of.’ ‘Yes it has. There is a record of learning on every assignment now and progress made is evident.’ ‘Not at the moment. But i am aware that it may in the next couple of years.’

19. Summary of findings (students)
A small percentage of overall student cohort responded so need to be careful regarding generalising
There were quite a few students who said the UHI graduate attributes was not explained to them, including no information within their modules.
There were quite a few that said they would use their reflections for applying for future study (as well as those who would not).
Some students said they did not reflect on their feedback before this was a mandatory assessment.
From the free text responses, many students view this as a paper exercise – they do not see the value of it either because it has not been explained and/or they are not really reflecting e.g. copying and pasting the same comments.

20. Staff Results
Participants

21. Student engagement with GA
‘They are providing reflections because they must, but the quality is poor. Reflections are mostly descriptions of how they went about the task, and most don't mention the attributes at all.’ ‘No I do not think they are. I think they feel it is just something else they have to do before submission but they are not really understanding and applying what is being asked. Dialogue at the point at which they are completing this is more effective in helping them connect it together in a more meaningful way’

22. Benefits of GA reflection
‘It is important that students know a degree is about more than subject knowledge so I think it is a good idea. However the process of reflection needs more attention to make it worthwhile.’ ‘I feel that if students engage with this process they are developing positive skills for their future. It allows them to openly reflect on their own strengths and weaknesses and plan a way forward for their own development.’

23. Highlighting to students
‘There could be an opportunity to signpost learning material where there are clear links - alternatively a template with the attributes could be supplied to MLs and they could show the links between the module on this template. The template could be included as part of module information.’ ‘Maybe giving examples of how they are used would help demonstrate their value? I think that as they have no 'value' for the marking scheme they are largely overlooked in a busy student schedule.’

24. Summary of findings (staff)
Small percentage of staff responded so need to be careful of generalising.
Purpose of the GA reflection was explained by PLs via and in the cybercafés. Most but not all MLs had an explanation in their modules or explained in another format to students. Most PATs also explained to students.
Some PATs had students discuss their reflections with them.
Staff see the value but say the students are not necessarily reflecting the way they should be e.g. not commenting on graduate attributes or quality of reflections is poor.
Some staff feel the process needs to be more streamlined.
Some staff said they did not have information on the purpose of the Graduate Attributes reflection or knew where to find them – this highlights that if we want students to do this, staff need to be aware also!

25. Moving forward – student perspective
‘If Graduate Attributes is to continue as part of the criteria when doing assessments, a more beneficial and different way for it to be done. The terminology stating a student may not pass the module if Graduate Attributes are no filled in correctly (for something that is worth nothing) appears a threatening statement which can cause a student more stress at already a stressful time. If done once, at the end of the course after all assessments are completed, there may be a more meaningful reflection to what attributes are actually being gained and not just a paper exercise which it feels like at the moment.’

26. Moving forward – student perspective
‘I feel that in order for the graduate attributes reflection to be effective then staff at UHI should make students aware of them and what they entail at the induction process and ensure that this is highlighted every year at enrolment. More effort should be made to highlight graduate attributes in each module and how this helps students and what students are aiming to achieve, as with some modules I found no relevance to my career or why I was studying them until I reached the end of the module, this has in turn been reflected in some of my marks as I did not bother due to lack of interest but if I knew about why I had to do some modules and how they linked with the graduate attributes then I would have perhaps made more of an effort or could have seen where it would benefit me’

27. Any questions?