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Using assessment to develop social responsibility as a graduate attribute in teacher education


Howells, K and Fitzallen, N and Adams, C, Using assessment to develop social responsibility as a graduate attribute in teacher education, Australian Journal of Teacher Education, 41, (6) pp. 52-67. ISSN 0313-5373 (2016) [Refereed Article]


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Copyright 2016 the authors

DOI: doi:10.14221/ajte.2016v41n6.4


Australian higher education institutions have struggled to develop clear strategies for developing and assessing graduate attributes within their specific disciplinary contexts. Using the example of the graduate attribute of social responsibility, this paper explores the outcomes of using assessment tasks to raise the awareness of development of graduate attributes, while at the same time contextualising their meaning and relevance within pre-service teachers’ immediate lived experiences within the study situation. The data collected were pre- and post-surveys as well as written reflections. The findings indicate that if embedded in an explicit way in assessment tasks that require reflection on the development of social responsibility within practicum experience, the pre-service teachers demonstrate an increased awareness of its relevance to their emerging teaching practice.

Item Details

Item Type:Refereed Article
Keywords:teacher education, social responsibility, affective domain, assesment
Research Division:Education
Research Group:Education systems
Research Field:Teacher education and professional development of educators
Objective Division:Expanding Knowledge
Objective Group:Expanding knowledge
Objective Field:Expanding knowledge in psychology
UTAS Author:Howells, K (Dr Kerry Howells)
UTAS Author:Fitzallen, N (Dr Noleine Fitzallen)
UTAS Author:Adams, C (Dr Chris Adams)
ID Code:110380
Year Published:2016
Web of Science® Times Cited:1
Deposited By:Education
Deposited On:2016-07-25
Last Modified:2017-12-14
Downloads:208 View Download Statistics

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