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

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2011 Teaching and Assessing Soft Sk
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Publisher: 1 st Second Chance Schoo
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European Union ....................
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Learning Byte 14 ..................
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DUTCH .............................
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Executive Summary (EN) This book wa
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Executive Summary (SW) Denna bok ä
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Sunt surprinse în detaliu istoricu
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De bijlagen van het boek bevatten d
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Introduction to MASS project Abstra
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The Teacher Training Centre, Buchar
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There are many different definition
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developing higher skill levels and
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Drawing on this work, the term comp
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emotional experience from external
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Apart from the basic/fundamental sk
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7. Sense of initiative and entrepre
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o Problem Solving - recognizes prob
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Listen and ask questions to underst
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Australia The Mayer Committee was a
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Learning skills - that contribute t
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The importance given in the develop
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from http://www.direct.gov.uk/en/Ed
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PART 2: SOFT SKILLS TEACHING 53
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There are several good teaching pra
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warns that it cannot be assumed tha
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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
Page 137: William, D. (2001). An overview of
Page 140 and 141: Partner Institutions Characteristic
Page 142 and 143: 2.5.5.5 Obligatory / no obligatory
Page 144 and 145: 3.1 Comparison with the general tar
Page 146 and 147: Country NL - 1 NL - 2 Assessment Su
Page 148 and 149: LEQ-H Questionnaire LEQ-H questionn
Page 150 and 151: 10. I feel confident when I do some
Page 152 and 153: Regarding the need for soft skills
Page 154 and 155: Country RO NL - 1 NL - 2 Students'
Page 156 and 157: The weak point that emerged in MASS
Page 158 and 159: Country SW RO NL - 1 NL - 2 Final A
Page 160 and 161: All partners report progress in stu
Page 162 and 163: In general they felt that the time
Page 164 and 165: Figure 5 Mean Achievement Motivatio
Page 166 and 167: Figure 9 Mean Active Initiative Fig
Page 168 and 169: strongly indicates that the student
Page 170 and 171: Average 4,00 3,50 3,00 2,50 2,00 1,
Page 172 and 173: Figure 13 Romanian students’ emot
Page 174 and 175: the MASS material?” . Teachers su
Page 176 and 177: The structure of Figure 16 and Figu
Page 178 and 179: Average Figure 17 Dutch students’
Page 180 and 181: after teaching the relevant Learnin
Page 182 and 183: culture or the cultures that are re
Page 184 and 185: Baartman, L. K. J. (2008). “Asses
Page 186 and 187: http://www.eric.ed.gov/ERICWebPorta
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