Abstract
This paper explores graduate attribute assessment across Canadian engineering programs. Research papers from the 2010-2017 CEEA conferences were reviewed to gather a snapshot of how graduate attributes are assessed in the classroom. The purpose of the review is to begin the process of identifying gaps in GA assessment. The analysis is based on a framework by Wiggins and McTighe in Understanding by Design. A discrepancy in diagnostic, formative and summative assessment was found.
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