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

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K. Kechagias e-mail: kkecha@hotmail.com UK Mina Welsh, Marie Stewart, Angie Mearns e-mail: mina.welsh@angus.ac.uk, iverene.bromfield@angus.ac.uk GR Konstantinos Kechagias, Despoina Papadopoulou, Eleni Agapidou, Ioannis Kalivas, Panagiotis Ananiadis e-mail: kkecha@hotmail.com SW Peter Wåglund, Ewa Marianne Jonsson, Lena Norling, Tommy Rask e-mail: ewamarianne.jonsson@bollnas.se, peter.waglund@bollnas.se RO Simona Luca , Viorica Dragan, Cecilia Iuga e-mail: consiliereccd@gmail.com, cicitomus@gmail.com NL Stephanie Plompen, Dorothé Snippert, Piet Terpstra, Pauline Hupkes, Jol<strong>and</strong>a Botke e-mail: p.terpstra@aventus.nl, jol<strong>and</strong>a.botke@zuidema.nl 3
Page 1: 2011 Teaching and Assessing Soft Sk
Page 7 and 8: Table of Contents TABLE OF CONTENTS
Page 9 and 10: Assessment basics .................
Page 11 and 12: Learning Byte 2 ...................
Page 13: Preface The Measuring and Assessing
Page 16 and 17: Executive Summary (GR) Το παρ
Page 18 and 19: Executive Summary (RO) Lucrarea a f
Page 20 and 21: Executive Summary (NL) Dit rapport
Page 22 and 23: PART 1: INTRODUCTION 22
Page 24 and 25: Our dissemination strategy also tar
Page 27 and 28: Introduction to Soft Skills and Gen
Page 29 and 30: This focus has received significant
Page 31 and 32: Skill Although a large number of de
Page 33 and 34: question, the majority of experts s
Page 35 and 36: a) the conductist, analytical or mo
Page 37 and 38: writing) in an appropriate range of
Page 39 and 40: o Teaches Others New Skills - helps
Page 41 and 42: improve own learning and performanc
Page 43 and 44: o Be adaptable work independently
Page 45 and 46: The capacity to apply technology, c
Page 47 and 48: Target groups The development of so
Page 49 and 50: 14, 2011, from http://casel.org/ Cu
Page 51: Sternberg, R. J. (1998). Abilities
Page 55 and 56:
Teaching Soft Skills Abstract In th
Page 57 and 58:
From the above discussion it is obv
Page 59 and 60:
soft skills in order to foster soci
Page 61 and 62:
also can range from high to low deg
Page 63 and 64:
Use staff or teams to role play or
Page 65 and 66:
In one case there was an internal e
Page 67 and 68:
motivation to achieve, and develop
Page 69 and 70:
School-community partnership: Progr
Page 71 and 72:
References Airasian, P., & Russell,
Page 73 and 74:
Criterion- and Standards- Reference
Page 75 and 76:
Matters, G., & Curtis, D. (2008). A
Page 78 and 79:
MASS teaching Abstract In this pape
Page 80 and 81:
aspect, the basic aspects of SkillZ
Page 82 and 83:
Target Group Characteristics Demogr
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Soft Skill Verbal Communication Org
Page 86 and 87:
The template proposed addresses thi
Page 88 and 89:
8.5 Suggestions The rationale behin
Page 90 and 91:
Table 2 General description of part
Page 92 and 93:
Table 4 Basic characteristics of th
Page 94 and 95:
Table 6 Overall and MASS weekly pro
Page 96 and 97:
school that respect their needs. Th
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Concerning access to public and pri
Page 100 and 101:
Dordrecht: Springer Netherlands. Re
Page 102 and 103:
Durlak, J. A., Weissberg, R. P., Dy
Page 104 and 105:
Richards, G. E., Ellis, L. A., & Ne
Page 107:
PART 3: SOFT SKILLS ASSESSMENT 107
Page 110 and 111:
Assessment basics Definition Educat
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Formative and Summative Assessment
Page 114 and 115:
with the standard, and (c) engage i
Page 116 and 117:
decisions about students based on a
Page 118 and 119:
Since assessments are designed to s
Page 120 and 121:
are not unchangeable personal trait
Page 122 and 123:
Factors for choosing an assessment
Page 124 and 125:
• teacher/holistic judgment; and
Page 126 and 127:
assessment. If individual teachers
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• daily diary or personal journal
Page 130 and 131:
Accounting for new modes of communi
Page 132 and 133:
Biggs, J. (1996). Enhancing teachin
Page 134 and 135:
School‐Based Universal Interventi
Page 136 and 137:
Richards, G. E., Ellis, L. A., & Ne
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MASS Assessment Abstract In this pa
Page 141 and 142:
Data Collection Method In order to
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7.1.3 Teacher's evaluation 7.1.4 Re
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Methodology and Outcomes Success cr
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A slight variation of the criteria
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SW For the Swedish partner the MASS
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Country RO Initial Soft Skills Asse
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Country UK - 1 UK - 2 UK - 3 GR SW
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needed contingency activities to be
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2. students’ progress, 3. teacher
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Country UK - 1 UK - 2 Students-stud
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opportunity to contextualize the le
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Figure 3 Mean Social Competence Fig
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Figure 7 Mean Task Leadership Figur
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None of the above results is statis
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4. Goleman’s emotional intelligen
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esteem in the initial evaluation, w
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Table 26 Dutch students’ response
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5. Are all the soft skills, needed
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Average Figure 16 Dutch students’
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them are also well known and well t
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Suggestions The MASS materials are
Page 183 and 184:
The assignments are very focused on
Page 185 and 186:
Black, Paul, & Wiliam, D. (1998). A
Page 187 and 188:
Falk, I., Sefton, R., & Billett, S.
Page 189:
Shuman, L. J., Besterfield-sacre, M
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