Towards Comprehensive Monitoring of Graduate Attribute Development: A Learning Analytics Approach in Higher Education

In response to the evolving demands of the contemporary workplace, higher education (HE) institutions are increasingly emphasising the development of transversal skills and graduate attributes (GAs). The development of GAs, such as effective communication, collaboration, and lifelong learning, are non-linear and follow distinct trajectories for individual learners. The ability to trace and measure the progression of GA remains a significant challenge. While previous studies have focused on empirical methods for measuring GAs in individual courses, a notable gap exists in understanding their longitudinal development within HE programs. To address this research gap, our study focuses on measuring and tracing the development of GAs in an Initial Teacher Education (ITE) undergraduate program at a large public university in Australia. By combining learning analytics (LA) with psychometric models, we analysed students’ assessment grades to measure learners’ GA development in each year of the ITE program. The resulting measurements enabled the identification of distinct profiles of GA attainment, as demonstrated by learners and their distinct pathways. The overall approach allows for a comprehensive representation of a learner's progress throughout the program of study. As such, the developed approach sets the grounds for more personalised learning support, program evaluation, and improvement of students’ GA attainment.