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

Average
Figure 17
Dutch students’ self-assessment questionnaire results (group 2).
3,5
3
2,5
2
1,5
1
0,5
0
Initial Final
The results presented in Table 28 and Table 29, as well as in Figure 16 and Figure 17 are
inconclusive. Some variation among the initial and final soft skills can be observed, but it not
large, neither in the same direction for all skills. It might be due to increased self-awareness,
but it also might be caused from the degree of reliability of the questionnaire, which is
unknown.
Discussion
As presented above, each partner used its own methodology of assessment, according to
their different context of operations, the information of interest and the assessment
practices they are used to. Collectively, large number of alternatives suggested, which give a
very good background on soft skills assessment and may form the base for and adaptable
approach. Soft skills assessment is a new and underdeveloped field and different paradigms,
with the advantages and disadvantages they may have, are valuable for institutiones seeking
a practical approach.
The tools used were mainly self-reference tests, either ready-made or self-made, or teacher
judgement. More holistic methods, like portfolio assessment, or diary were not used. In the
case of Scottish partners students’ attendance and dropout rate was an objective indicator,
but it is proved to be of concern for no other partner.
Tests made by other scientists are generally preferable, as they have measured validity and
reliability and their results may be compared with other research in the literature. Some of
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