Rapid changes in the modern economy caused by globalisation, job automation and advanced technologies, have placed increased emphasis on developing transferable qualities, skills and attributes, collectively known as graduate qualities.
The transition from a curriculum that emphasises knowledge to the development of 21st-century literacies aims to enable students to be better prepared for, and capable of, navigating the changing and increasingly complex workplaces. Schools and universities are challenged by the need to develop, measure and report on student progress and attainment of graduate qualities and competencies.
In collaboration with Trinity College, an independent school in Gawler, SA, this project focuses on combining survey and learning trace data to assess students development of graduate qualities, in particular students' self-regulated learning (SRL) and meta-cognition. The project leverages already existing student survey data and other data sources to establish a foundation of analytical benchmarks that can be used to inform the development and attainment of graduate qualities at Trinity College. Graduate qualities have been identified as one of the critical areas that can drive the continuous improvement of the College’s teaching and learning practice. The primary goal of this project is to examine the validity of the existing surveys and their use for assessing students’ SRL and metacognitive skills.
