Teaching and Assessing Soft Skills - MASS - Measuring and ...

MASS Assessment
Abstract
In this paper we present the assessment methodology and the results obtained from the
pilot study of the MASS project. Initially a short review of the general framework of
operation is given. Then comparative reviews and full details of each approach and the
results obtained are presented. Positive feedback received from both students and
teachers, concerning the quality of the learning materials and the lesson plans, the coverage
of soft skills, the ability for adaptation for specific audiences and suitability for both
adolescents and adults.
Introduction
Soft skills assessment is a new and under developed domain. Many attempts have been
reported (p. 120), that aim to set a framework and propose a methodology for developing
soft skills assessments. However, the concrete and tested examples are few, controversial
and confined to special target groups.
In the design of soft skills assessment many factor come in play. Some important ones are
the relevance with the educational targets set by course design, the characteristics of the
target group, the information required for the operation of the institute hosting the course
and the previous experiences of the staff.
As Table 13 suggests, MASS project partners comes from a wide variety of educational
institutions, aiming at different target groups with different educational targets. This made it
difficult to adapt a common strategy for all partners. It was decided that partners would
develop the assessments to better suit their own needs. This decision resulted in a variety of
approaches on soft skills assessment, aiming at different aspects and different target
audiences. All together they form an adaptable set of assessment proposals that allows for
several possibilities of modification and adaptation for a particular institute and target
audience.
The sources of information used in all approaches were students, through self-assessment
and psychometric tests, and teachers.
Concerning students, difficulty in getting accustomed to the notion and practice of selfassessment
was reported from several partners. Students gave positive feedback on
material and course quality, relevance with their studies and suitability for their level.
Teachers from all partners’ institutes reported student improvement towards self and soft
skills awareness, active participation and evident interest. They gave very good feedback on
material and lesson plan quality, adaptability and coverage of soft skills needed in vocational
education and training. Suggestions for improvements along several axes were also made.
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