Implementing a university-wide strategy for assessing graduate qualities in the health sciences: three key design issues

For many years, universities have aspired to develop in students so-called ‘soft skills’ or graduate qualities (GQs), such as critical thinking and teamwork, that enhance both students’ employability citizen scholarship. GQs are often said be ‘embedded’ courses, but saying this does not of itself provide evidence developed the qualities. Our University has recently proposed using common rubrics all courses measure achievement GQs. However, a solution problem how implement University’s rubric-based strategy been fully formulated. Many staff use assessment tasks focus on measurement discipline-specific content procedures, rather than GQs, task their design is variable. In conceptual article, we advance our Health Sciences context. To formulate solution, adopted approach, which focussed people’s needs taking iterative steps create meet these needs. We encountered three key issues approach led us propose new ‘bridging’ concepts for assessing GQs: consistency learning, rubric standardisation, audience tasks. These link existing theory research around course ‘constructive alignment’, rubrics, design. Possible tests suggested, potential advances discussed. planning recommend holistic academics, educational work-integrated learning professionals, community partners unite supported ongoing process.