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And the fourth issue raises the possibility that the vision of constructivist pedagogy, as presently recommended, if not mandated, locally and nationally, is strongly ideological and may impose, inappropriately, a dominant view of pedagogy on those who wish to operate differently. The third centers on the necessarily deep subject matter knowledge required of teachers who adopt constructivist pedagogy and the difficulty this requirement imposes on elementary teachers who must deal with many subject matter areas. The second leads to the suggestion of theory development that provides an understanding and descriptions of more and less effective constructivist teaching. The first issue recommends more of a research focus on student learning in classrooms that engage in constructivist pedagogy. It then addresses four issues in the ways in which constructivist pedagogy are being approached in research and practice.

It begins with a short history of constructivist pedagogy and its relationship to constructivist learning theory. This article constitutes a critique from the inside of constructivist pedagogy.

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It ends with a brief discussion about how to monitor opportunities for attribute development in courses and programmes. The paper also highlights the benefits of this approach in terms of practicality, efficiency, transferability and the disciplinary embedding of attributes. The paper identifies some high-level assessment and feedback activities that would help foster critical evaluation and shows how any missing attributes can easily be brought into play through refinements of the tasks and activities that students engage in while they learn. It is further argued that if courses and programmes are designed so that they foster this critical evaluative experience, then this will result in the simultaneous development of multiple attributes. The evidence for this argument is derived from an analysis of the attribute descriptors of universities in Australia and in the UK. This is true for attributes developed through the formal curricula and through co-curricula experiences.

This paper argues that the underpinning requirement for all attribute development is the students' ability to evaluate critically the quality and impact of their own work.

However, much less attention has been paid to how these attributes will be developed. Considerable effort has been expended in Scotland and internationally to describe graduate attributes, the skills, personal qualities and understanding to be developed through the higher education experience so as to prepare graduates for life and work in the 21st century. Introduction This paper focuses on how Scottish higher education institutions might design courses and programmes of study in ways that will nurture and develop desirable attributes in their graduates.