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

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from http://www.direct.gov.uk/en/EducationAndLearning/QualificationsExplained/DG_100 39028 Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1999). Taxonomy of Educational Objectives Book 2/Affective Domain (2nd ed.). Longman Pub Group. a Living, L. (1992). A Blueprint for High Performance: A SCANS Report for America 2000. Washington, DC: US Department of Labor. Mayer, J. D., Brackett, M. A., & Salovey, P. (2004). Emotional Intelligence: Key Readings on the Mayer and Salovey Model. Dude Publishing. McClelland, D. C. (1973). Testing for competence rather than for“ intelligence.”. American psychologist, 28(1), 1. Mertens, D. (1974). Schlüsselqualifikationen. Thesen zur Schulung für eine moderne Gesellschaft. Mitteilungen aus der Arbeitsmarkt- und Berufsforschung, Mitteilungen aus der Arbeitsmarkt- und Berufsforschung, 7(1), 36-43. NCVER. (2003). Defining generic skills: At a glance. Australia. Petrides, K. V., & Furnham, A. (2001). Trait emotional intelligence: Psychometric investigation with reference to established trait taxonomies. European Journal of Personality, 15(6), 425–448. Reber, A. S. (1995). The Penguin dictionary of psychology. Penguin Books. Rychen, D. S., & Salganik, L. H. (2000). Definition and Selection of Key Competencies: Theoretical and Conceptual Foundations. INES GENERAL ASSEMBLY 2000. Retrieved from http://www.deseco.admin.ch/bfs/deseco/en/index/02.parsys.69356.downloadList.26 477.DownloadFile.tmp/2000.desecocontrib.inesg.a.pdf Rychen, D. S., & Salganik, L. H. (Eds.). (2003). Key competencies for a successful life and a well-functioning society. Hogrefe & Huber Publishers. Saarni, C. (1999). The Development of Emotional Competence (1st ed.). The Guilford Press. Salovey, P., & Mayer, J. D. (1989). Emotional Intelligence. Imagination, Cognition and Personality, 9(3), 185-211. Shuman, L. J., Besterfield-sacre, M., & Mcgourty, J. (2005). The ABET “Professional Skills” — Can They Be Taught? Can they Be Assessed. JOURNAL OF ENGINEERING EDUCATION, 94, 41--55. Simpson, E. J. (1966). The Classification of Educational Objectives, Psychomotor Domain. Retrieved from http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=E D010368 50
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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 12 and 13: DUTCH .............................
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 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
Page 62 and 63: skills, such as communicating on th
Page 64 and 65: communication between employees and
Page 66 and 67: to display academic motivation and
Page 68 and 69: Social Interaction Skills Active l
Page 70 and 71: findings have been offered to link
Page 72 and 73: Binkley, M., Erstad, O., Herman, J.
Page 74 and 75: Educational Change (pp. 1017-1032).
Page 76: Scardamalia, M., Bransford, J., Koz
Page 79 and 80: By covering these topics we analyse
Page 81 and 82: 1. Individualized approach to stude
Page 83 and 84: “Learning Bytes”, an “Introdu
Page 85 and 86: 1-5 lesson plans, relative to the d
Page 87 and 88: 3.3.2.3 Culture, education and skil
Page 89 and 90: 6 Progress Assessment: In this sect
Page 91 and 92: activities directed to the target g
Page 93 and 94: Table 5 Demographics of the student
Page 95 and 96: project, this may be a good thing.
Page 97 and 98: Country UK - 1 UK - 2 UK - 3 Table
Page 99 and 100: The MASS project, based on SkillZon
Page 101 and 102:
Bradbrook, G., Alvi, I., Fisher, J.
Page 103 and 104:
Kolb, D. (1984). Experiential learn
Page 105:
William, D. (2001). An overview of
Page 109 and 110:
Soft Skills Assessment Abstract In
Page 111 and 112:
Appropriate assessment at the indiv
Page 113 and 114:
Standards-referenced assessment In
Page 115 and 116:
to adopt either surface learning or
Page 117 and 118:
validity of the assessment, but at
Page 119 and 120:
skills and attitudes. This means th
Page 121 and 122:
authentic applications, and can pro
Page 123 and 124:
communication across these contexts
Page 125 and 126:
trained in the use of the rubrics a
Page 127 and 128:
Workplace assessment Work experienc
Page 129 and 130:
Systematic, direct assessment of so
Page 131 and 132:
and the need for the use of additio
Page 133 and 134:
CASEL. (n.d.). Safe and sound: An e
Page 135 and 136:
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
Page 188 and 189:
NCVER. (2003). Fostering generic sk
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