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 ....................
Page 10 and 11:
Learning Byte 14 ..................
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DUTCH .............................
Page 15 and 16:
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
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 50 and 51: from http://www.direct.gov.uk/en/Ed
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 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
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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
Page 135 and 136:
Laker, D. R., & Powell, J. L. (2011
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William, D. (2001). An overview of
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Partner Institutions Characteristic
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2.5.5.5 Obligatory / no obligatory
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3.1 Comparison with the general tar
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Country NL - 1 NL - 2 Assessment Su
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LEQ-H Questionnaire LEQ-H questionn
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10. I feel confident when I do some
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Regarding the need for soft skills
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Country RO NL - 1 NL - 2 Students'
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The weak point that emerged in MASS
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Country SW RO NL - 1 NL - 2 Final A
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All partners report progress in stu
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In general they felt that the time
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Figure 5 Mean Achievement Motivatio
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Figure 9 Mean Active Initiative Fig
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strongly indicates that the student
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Average 4,00 3,50 3,00 2,50 2,00 1,
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Figure 13 Romanian students’ emot
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the MASS material?” . Teachers su
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The structure of Figure 16 and Figu
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Average Figure 17 Dutch students’
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after teaching the relevant Learnin
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culture or the cultures that are re
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Baartman, L. K. J. (2008). “Asses
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http://www.eric.ed.gov/ERICWebPorta
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NCVER. (2003). Fostering generic sk
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