Taking it personally. Feedback & the development of graduate attributes Stuart Hanscomb, School of Interdisciplinary Studies (Dumfries Campus) email@example.com. Content. Background Overview How academic work reflects GAs Problems Solutions. Background.
Feedback & the development of graduate attributes
Stuart Hanscomb, School of Interdisciplinary Studies (Dumfries Campus) firstname.lastname@example.org
1. Does this connection exist?
2. If so, then how (if at all) might it be communicated to the student?
3. What are the ethical implications?
1. unwillingness to commit / take ownership / responsibility (e.g. reaching a firm conclusion); related to confidence
2. appropriate flexibility; (e.g. conformity and rebelliousness with regard to the norms of essay writing; discipline-specific practices); also related to creativity and innovation
3. care vs. sloppiness connect with motivation and conscientiousness
4. open-mindedness vs. dogmatism (e.g. arguments are weaker because one side of the debate is not taken seriously). Related to abilities to negotiate and listen, and ‘dealing with change’
5. respectfulness vs. disrespect (e.g. towards protagonists views)
Note general importance of modesty vs. arrogance; highly important for listening and team work
6. perseverance vs. defeatism/lack of gumption (e.g. un/willingness to fully formulate and think though difficult issues/arguments)
7. courage / resilience (esp. relevant to oral presentations); related to ‘meeting new challenges’
8. defensiveness (esp. in response to oral feedback), related to reflective capacity
- How robust is the link?
- Intrusiveness / involves too many assumptions about the student