- Page 1: 2011 Teaching and Assessing Soft Sk
- Page 5: Publisher: 1 st Second Chance Schoo
- Page 8 and 9: European Union ....................
- Page 10 and 11: Learning Byte 14 ..................
- Page 15 and 16: Executive Summary (EN) This book wa
- Page 17 and 18: Executive Summary (SW) Denna bok ä
- Page 19 and 20: Sunt surprinse în detaliu istoricu
- Page 21 and 22: De bijlagen van het boek bevatten d
- Page 23 and 24: Introduction to MASS project Abstra
- Page 25: The Teacher Training Centre, Buchar
- Page 28 and 29: There are many different definition
- Page 30 and 31: developing higher skill levels and
- Page 32 and 33: Drawing on this work, the term comp
- Page 34 and 35: emotional experience from external
- Page 36 and 37: Apart from the basic/fundamental sk
- Page 38 and 39: 7. Sense of initiative and entrepre
- Page 40 and 41: o Problem Solving - recognizes prob
- Page 42 and 43: Listen and ask questions to underst
- Page 44 and 45: Australia The Mayer Committee was a
- Page 46 and 47: Learning skills - that contribute t
- Page 48 and 49: The importance given in the develop
- Page 50 and 51: from http://www.direct.gov.uk/en/Ed
- Page 53: PART 2: SOFT SKILLS TEACHING 53
- Page 56 and 57: There are several good teaching pra
- Page 58 and 59: warns that it cannot be assumed tha
- Page 60 and 61: Conditions for effective learning D
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skills, such as communicating on th
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communication between employees and
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to display academic motivation and
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Social Interaction Skills Active l
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findings have been offered to link
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Binkley, M., Erstad, O., Herman, J.
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Educational Change (pp. 1017-1032).
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Scardamalia, M., Bransford, J., Koz
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By covering these topics we analyse
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1. Individualized approach to stude
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“Learning Bytes”, an “Introdu
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1-5 lesson plans, relative to the d
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3.3.2.3 Culture, education and skil
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6 Progress Assessment: In this sect
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activities directed to the target g
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Table 5 Demographics of the student
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project, this may be a good thing.
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Country UK - 1 UK - 2 UK - 3 Table
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The MASS project, based on SkillZon
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Bradbrook, G., Alvi, I., Fisher, J.
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Kolb, D. (1984). Experiential learn
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William, D. (2001). An overview of
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Soft Skills Assessment Abstract In
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Appropriate assessment at the indiv
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Standards-referenced assessment In
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to adopt either surface learning or
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validity of the assessment, but at
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skills and attitudes. This means th
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authentic applications, and can pro
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communication across these contexts
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trained in the use of the rubrics a
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Workplace assessment Work experienc
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Systematic, direct assessment of so
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and the need for the use of additio
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CASEL. (n.d.). Safe and sound: An e
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Laker, D. R., & Powell, J. L. (2011
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William, D. (2001). An overview of
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Partner Institutions Characteristic
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2.5.5.5 Obligatory / no obligatory
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3.1 Comparison with the general tar
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Country NL - 1 NL - 2 Assessment Su
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LEQ-H Questionnaire LEQ-H questionn
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10. I feel confident when I do some
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Regarding the need for soft skills
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Country RO NL - 1 NL - 2 Students'
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The weak point that emerged in MASS
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Country SW RO NL - 1 NL - 2 Final A
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All partners report progress in stu
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In general they felt that the time
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Figure 5 Mean Achievement Motivatio
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Figure 9 Mean Active Initiative Fig
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strongly indicates that the student
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Average 4,00 3,50 3,00 2,50 2,00 1,
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Figure 13 Romanian students’ emot
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the MASS material?” . Teachers su
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The structure of Figure 16 and Figu
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Average Figure 17 Dutch students’
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after teaching the relevant Learnin
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culture or the cultures that are re
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Baartman, L. K. J. (2008). “Asses
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http://www.eric.ed.gov/ERICWebPorta
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NCVER. (2003). Fostering generic sk