Are confidence and willingness the keys to the assessment of graduate attributes?

It is well accepted that across the disciplines progress in embedding graduate attributes into university curricula has been slow. This is the case even though there is stakeholder consensus that attributes are important and should be a focus of university programs. Assessment is often reported as a key obstacle to integrating graduate attributes, and staff beliefs about their ability to assess plays a major role in influencing their practice. Are academics placing emphasis on assessing graduate attributes and how confident and willing are they to do so? In this paper, we draw on the data of an Australian Learning and Teaching Council funded project that involved surveying academic staff in 16 universities about their beliefs about teaching and assessing graduate attributes