References
- AlMahmoud, T., Hashim, M. J., Elzubeir, M. A., & Branicki, F. (2017). Ethics teaching in a medical education environment: Preferences for diversity of learning and assessment methods. Medical Education Online, 22(1), 1328257. https://doi.org/https://doi.org/10.1080/10872981.2017.1328257
- Barnes, N., Fives, H., & Dacey, C. M. (2015). Teachers’ beliefs about assessment. In H. Fives, & G. M. Gill (Eds), International handbook of research on teachers’ beliefs (pp. 284–300). Routledge.
- Barrie, S. C. (2006). Academics’ understandings of generic graduate attributes: A conceptual basis for lifelong learning. In P. J. Hager, & S. Holland (Eds), Graduate attributes, learning and employability (pp. 149–167). Springer.
- Bonner, S. M. (2016). Teachers’ perceptions about assessment: Competing narratives. In G. T. L. Brown, & L. R. Harris (Eds), Handbook of human and social conditions in assessment (pp. 21–39). Taylor & Francis Group.
- Branine, M. (2008). Graduate recruitment and selection in the UK: A study of the recent changes in methods and expectations. Career Development International, 13(6), 497–513. https://doi.org/https://doi.org/10.1108/13620430810901660
- Brookhart, S. M., Guskey, T. R., Bowers, A. J., McMillan, J. H., Smith, J. K., Smith, L. F., Stevens, M. T., & Welsh, M. E. (2016). A century of grading research: Meaning and value in the most common educational measure. Review of Educational Research, 86(4), 803–848. https://doi.org/https://doi.org/10.3102/0034654316672069
- Brown, G. T. L., & Hirschfeld, G. H. F. (2008). Students’ conceptions of assessment: Links to outcomes. Assessment in Education: Principles, Policy & Practice, 15(1), 3–17. https://doi.org/https://doi.org/10.1080/09695940701876003
- Brown, G. T. L., & Wang, Z. (2013). Illustrating assessment: How Hong Kong university students conceive of the purposes of assessment. Studies in Higher Education, 38(7), 1037–1057. https://doi.org/https://doi.org/10.1080/03075079.2011.616955
- Chamberlin, K., Yasué, M., & Chiang, I. C. A. (2018). The impact of grades on student motivation. Active Learning in Higher Education, 1–16. https://doi.org/https://doi.org/10.1177/1469787418819728.
- Chan, C. K. Y. (2020). Embedding skills development into the curriculum. In S. Marshall (Ed.), A handbook for teaching and learning in higher education: Enhancing academic practice (pp. 123–134). Routledge.
- Chan, C. K. Y., Fong, E. T. Y., Luk, L. Y. Y., & Ho, R. (2017). A review of literature on challenges in the development and implementation of generic competencies in higher education curriculum. International Journal of Educational Development, 57, 1–10. https://doi.org/https://doi.org/10.1016/j.ijedudev.2017.08.010
- Chan, C. K. Y., & Luk, L. Y. Y. (2020). Development and validation of an instrument measuring undergraduate students’ perceived holistic competencies. Assessment & Evaluation in Higher Education, 1–16. https://doi.org/https://doi.org/10.1080/02602938.2020.1784392.
- Chan, C. K. Y., & Luo, J. (2020). A four-dimensional conceptual framework for student assessment literacy in holistic competency development. Assessment & Evaluation in Higher Education, 1–16. https://doi.org/https://doi.org/10.1080/02602938.2020.1777388.
- Chan, C. K. Y., & Yeung, N. C. J. (2021). To assess or not to assess holistic competencies: Student perspectives in Hong Kong. Studies in Educational Evaluation.
- Clanchy, J., & Ballard, B. (1995). Generic skills in the context of higher education. Higher Education Research & Development, 14(2), 155–166. https://doi.org/https://doi.org/10.1080/0729436950140202
- Clayton, B., Blom, K., Meyers, D., & Bateman, A. (2003). Assessing and certifying generic skills: What is happening in vocational education and training? National Centre for Vocational Education Research.
- Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE Publications.
- de la Harpe, B., & David, C. (2012). Major influences on the teaching and assessment of graduate attributes. Higher Education Research & Development, 31(4), 493–510. https://doi.org/https://doi.org/10.1080/07294360.2011.629361
- Eshun, E. F., & Graft-Johnson, K. G. D. (2012). Learner perceptions of assessment of creative products in communication design. Art, Design & Communication in Higher Education, 10(1), 89–102. https://doi.org/https://doi.org/10.1386/adch.10.1.89_1
- Fletcher, R. B., Meyer, L. H., Anderson, H., Johnston, P., & Rees, M. (2012). Faculty and students conceptions of assessment in higher education. Higher Education, 64(1), 119–133. https://doi.org/https://doi.org/10.1007/s10734-011-9484-1
- Flores, M. A., Veiga Simão, A. M., Barros, A., & Pereira, D. (2015). Perceptions of effectiveness, fairness and feedback of assessment methods: A study in higher education. Studies in Higher Education, 40(9), 1523–1534. https://doi.org/https://doi.org/10.1080/03075079.2014.881348.
- Fulmer, G. W., Lee, I. C. H., & Tan, K. H. K. (2015). Multi-level model of contextual factors and teachers’ assessment practices: An integrative review of research. Assessment in Education: Principles, Policy & Practice, 22(4), 475–494. https://doi.org/https://doi.org/10.1080/0969594X.2015.1017445.
- Gibb, S. (2014). Soft skills assessment: Theory development and the research agenda. International Journal of Lifelong Education, 33(4), 455–471. https://doi.org/https://doi.org/10.1080/02601370.2013.867546
- Gilbert, R., Balatti, J., Turner, P., & Whitehouse, H. (2004). The generic skills debate in research higher degrees. Higher Education Research & Development, 23(3), 375–388. https://doi.org/https://doi.org/10.1080/0729436042000235454
- Green, W., Hammer, S., & Star, C. (2009). Facing up to the challenge: Why is it so hard to develop graduate attributes? Higher Education Research & Development, 28(1), 17–29. https://doi.org/https://doi.org/10.1080/07294360802444339
- Harris, L. R., & Brown, G. T. L. (2010). Mixing interview and questionnaire methods: Practical problems in aligning data. Practical Assessment Research & Evaluation, 15(1), 1–19. https://doi.org/https://doi.org/10.7275/959j-ky83.
- Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277–1288. https://doi.org/https://doi.org/10.1177/1049732305276687
- Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/https://doi.org/10.1080/10705519909540118
- Hughes, C., & Barrie, S. (2010). Influences on the assessment of graduate attributes in higher education. Assessment & Evaluation in Higher Education, 35(3), 325–334. https://doi.org/https://doi.org/10.1080/02602930903221485
- Johnson, D. D., Rice, M. P., Edgington, W. D., & Williams, P. (2005). For the uninitiated: How to succeed in classroom. Kappa Delta Pi Record, 42(1), 28–32. https://doi.org/https://doi.org/10.1080/00228958.2005.10532082
- Johnson, R. B., & Christensen, L. (2014). Educational research: Quantitative, qualitative, and mixed approaches (5th ed.). SAGE.
- Jones, A. (2009). Redisciplining generic attributes: The disciplinary context in focus. Studies in Higher Education, 34(1), 85–100. https://doi.org/https://doi.org/10.1080/03075070802602018
- Jorre de St Jorre, T., & Oliver, B. (2018). Want students to engage? Contextualise graduate learning outcomes and assess for employability. Higher Education Research & Development, 37(1), 44–57. https://doi.org/https://doi.org/10.1080/07294360.2017.1339183
- Leckey, J. F., & McGuigan, M. A. (1997). Right tracks wrong rails: The development of generic skills in higher education. Research in Higher Education, 38(3), 365–378. https://doi.org/https://doi.org/10.1023/A:1024902207836
- McMillan, J. H. (2001). Secondary teachers’ classroom assessment and grading practices. Educational Measurement: Issues and Practice, 20(1), 20–32. https://doi.org/https://doi.org/10.1111/j.1745-3992.2001.tb00055.x
- Nghia, T. L. H. (2018). “It is complicated!”: Practices and challenges of generic skills assessment in Vietnamese universities. Educational Studies, 44(2), 230–246. https://doi.org/https://doi.org/10.1080/03055698.2017.1347496
- Nyström, K. (2018). When students are allowed to choose: Grading scale choices for degree projects. Studies in Higher Education, 43(11), 1993–2002. https://doi.org/https://doi.org/10.1080/03075079.2017.1290062
- Oliver, B., & Jorre de St Jorre, T. (2018). Graduate attributes for 2020 and beyond: Recommendations for Australian higher education providers. Higher Education Research & Development, 37(4), 821–836. https://doi.org/https://doi.org/10.1080/07294360.2018.1446415.
- Panadero, E., & Brown, G. T. (2017). Teachers’ reasons for using peer assessment: Positive experience predicts use. European Journal of Psychology of Education, 32(1), 133–156. https://doi.org/https://doi.org/10.1007/s10212-015-0282-5
- Panadero, E., Brown, G., & Courtney, M. (2014). Teachers’ reasons for using self-assessment: A survey self-report of Spanish teachers. Assessment in Education: Principles, Policy & Practice, 21(4), 365–383. https://doi.org/https://doi.org/10.1080/0969594X.2014.919247
- Pat-El, R. J., Tillema, H., Segers, M., & Vedder, P. (2015). Multilevel predictors of differing perceptions of assessment for learning practices between teachers and students. Assessment in Education: Principles, Policy & Practice, 22(2), 282–298. https://doi.org/https://doi.org/10.1080/0969594X.2014.975675
- Pearson, E., & McLafferty, I. (2011). The use of simulation as a learning approach to non-technical skills awareness in final year student nurses. Nurse Education in Practice, 11(6), 399–405. https://doi.org/https://doi.org/10.1016/j.nepr.2011.03.023
- Rosenthal, G. T., Granier, K. L., Stout, L. J., Soignier, D., Pierre, B. S., & Soper, B. (2019). The grading survey©. College Student Journal, 53(3), 369–375.
- Salas Velasco, M. (2014). Do higher education institutions make a difference in competence development? A model of competence production at university. Higher Education, 68(4), 503–523. https://doi.org/https://doi.org/10.1007/s10734-014-9725-1
- Shavelson, R. J., Zlatkin-Troitschanskaia, O., & Mariño, J. P. (2018). Performance indicators of learning in higher education institutions: An overview of the field. In E. Hazelkorn, H. Coates, & A. C. McCormick (Eds), Research handbook on quality, performance and accountability in higher education (pp. 249–263). Edward Elgar.
- Smith, C. D., Worsfold, K., Davies, L., Fisher, R., & McPhail, R. (2013). Assessment literacy and student learning: The case for explicitly developing students ‘assessment literacy’. Assessment and Evaluation in Higher Education, 38(1), 44–60. https://doi.org/https://doi.org/10.1080/02602938.2011.598636
- Struyven, K., & Devesa, J. (2016). Students’ perception of novel forms of assessment. In G. T. L. Brown, & L. R. Harris (Eds), Handbook of human and social conditions in assessment (pp. 129–144). Taylor & Francis Group.
- Struyven, K., Dochy, F., & Janssens, S. (2005). Students’ perceptions about evaluation and assessment in higher education: A review. Assessment & Evaluation in Higher Education, 30(4), 325–341. https://doi.org/https://doi.org/10.1080/02602930500099102
- Tannock, S. (2015). No grades in higher education now! Revisiting the place of graded assessment in the reimagination of the public university. Studies in Higher Education, 42(8), 1345–1357. https://doi.org/https://doi.org/10.1080/03075079.2015.1092131.
- Varner, L. H., Radhakrishnan, R., & Rollins, B. L. (2018). Preceptor's grading scale preference for student pharmacy practice experience and assessment of the common grading scale among US schools of pharmacy. Currents in Pharmacy Teaching and Learning, 10(2), 165–169. https://doi.org/https://doi.org/10.1016/j.cptl.2017.10.003
- Wen, M. L., & Tsai, C. C. (2006). University students’ perceptions of and attitudes toward (online) peer assessment. Higher Education, 51(1), 27–44. https://doi.org/https://doi.org/10.1007/s10734-004-6375-8
- YOCLE. (2020). Your out of classroom learning experience. https://yocle.net/
- Zlatkin-Troitschanskaia, O., Shavelson, R. J., & Kuhn, C. (2015). The international state of research on measurement of competency in higher education. Studies in Higher Education, 40(3), 393–411. https://doi.org/https://doi.org/10.1080/03075079.2015.1004241