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跟踪学生的技能本身不应成为目的
毕业生属性框架和仪表板保证了可见性 - 但对于 Sonia Vij 来说，如果不反思，它们就有可能成为机构指标而不是学习工具
来源:Wonkhe | 高等教育政策、人物与政治大学已经变得非常擅长跟踪技能。问题是学生是否真正在学习它们。
Across the sector, frameworks, employability awards, digital portfolios and curriculum mapping exercises aim to make capabilities visible. Modules are aligned to skills frameworks;学生记录经验，仪表板显示他们“实现”了哪些属性。
On paper, the picture looks reassuring.但旨在跟踪技能的系统本身正日益成为目标。 The result is a clear disconnect;大学可以绘制技能出现的位置，而学生仍然难以解释这些技能在实践中的含义。
所谓的“技能跟踪”具有价值，但是当重点从开发转移到文档时，就会丢失一些东西。大学可能会产生学生无法清晰表达的详细技能记录。
When the spreadsheet becomes the strategy
In practice, skills tracking usually involves three things: defining a graduate attributes framework, mapping programmes against it and asking students to record evidence of their development. Over time, these systems generate a record of the attributes students have encountered. They are intended to make learning visible. But visibility is not the same as understanding.
技能跟踪通常始于发展目标：帮助学生认识他们正在学习的内容。 Over time, the mechanisms used to demonstrate those capabilities can become the focus.模块已映射。 Dashboards show coverage. Students upload evidence.
从制度角度来看，结果看起来很完整——但认识到一项技能并不等于理解它。 A module may claim to develop communication. A platform may show evidence of leadership. A map may demonstrate coverage of critical thinking. None of this ensures that students can explain what those skills involve or how they have developed them.