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

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8.5 Suggestions The rationale behind the form for data collection template is given below: 1 Framework of operation and target groups of the organization in general: This part has the intention to collect information about the business case of the various institutions which participated in the project. This way the general framework of operation is made clear and comparisons among the institutions can be made. 2 Educational Framework: The intention of this part is to collect information on the educational framework under which the MASS courses have been delivered. It contains sub parts which deal with subjects concerning both teaching and evaluation. 2.1 Targets: The educational targets each institution had when they decided to participate in the project and deliver the MASS courses. 2.2 Success Criteria: The criteria each partner uses to decide the degree of success of MASS courses. 2.3 Teaching methodologies: Description of the most frequently used methods of each partner (e.g. brainstorming, discussion groups, role play etc). This indicator suggests whether active learning methodologies were used. 2.4 Assessment: A description of the assessment methodology each partner used in order to measure against the success criteria. Both assessment plan and assessment methods are requested, as subparts. Each partner had the freedom to use the methodology that best fits into its framework of operation. 2.5 Context/Target group: Information regarding the context of MASS courses, such as number of classes, number of students, number of teachers and course conditions that may influence the success of the trial. 3 Characteristics of the MASS students: Several indicators that may characterize the MASS target groups. 3.1 Comparison with the general target group: Is an indicator whether the MASS target group might be representative of the institutions’ target group. 3.2 Statistical Indices: Demographics of the MASS students (age, gender, employment etc). 3.3 Socio-economic factors: Some quality of life factors (poverty, crime, drug abuse etc.) that might correlate with the success of the MASS approach. The original SkillZone target group was a disadvantaged one. We want to estimate whether the degree of success of MASS approach depends on the degree of disadvantage of the target group. 4 Selection procedure: The rationale behind the partners’ choice of selecting the specific group. Sub topics about why and how the selection had been made are included. 5 Initial Soft Skills Assessment: Feedback about the method and the result of the initial MASS students’ soft skills assessment, to serve as a basis of comparison with the results after the courses. Sub topics for the process of initial evaluation and why partners think their target groups needed more soft skills training are included. 88
6 Progress Assessment: In this section we assess the quality of process during MASS courses. The assessment is mainly qualitative. As indicators student involvement and narratives of successes and failures are used. Additional means of assessment, chosen by each partner, are used in order to evaluate the strong and weak points of the process. 7 Final assessment: In this section partners are requested to give results of the final assessment. 7.1 Assessment Targets: All the usual educational assessment targets were included, namely learning materials, student progress, teachers’ point of view, relationships among students and among students and teachers. In this sub-section, partners were requested to give the results of the relevant assessments. 7.2 Criteria: If partners’ criteria for the final assessment were different from the ones in section 2.2, partners were requested to elaborate further. 7.3 Method(s) description/application/results: This section is meant to include a detailed description of the final assessment method(s), its/their application and results. 7.4 Rate of attendance/Dropout rate: This criterion is inherited from SkillZone, which achieved a low dropout rate. Its intention is to explore whether MASS courses have the same effect in the other partners institutes. It may not be relevant for some partners. 8 Discussion/Results: Partners were requested to evaluate their results, elaborate on the impact of the courses, develop possible explanations and make suggestions for further improvement. Subsections with specific targets are included. Partners Institutions In Table 2 the general descriptions of partners’ institutions are given. The points more relevant to the MASS pilot study are reviewed in Table 3. From Table 3 we can see that two of them, United Kingdom (UK) and Netherlands (NL) - ROC Aventus, are vocational schools, aiming at adolescents. Two others, Greek (GR) and Swedish (SW) ones, are lifelong learning institutions. Greek institution is an adult general education institution, at gymnasium (lower secondary) level. The Swedish one targets education for labour market. The Romanian (RO) institute is a teacher training centre; while the remaining one, Netherlands- Bureau Zuidema, is a training company aiming mainly at corporate employees. From the above project description it becomes evident that in the MASS project a large variety of organizations have participated, targeting different groups with different goals. This gives the chance to explore the efficiency of SkillZone methodology in various contexts, countries and target groups. 89
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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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Page 40 and 41: o Problem Solving - recognizes prob
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Page 44 and 45: Australia The Mayer Committee was a
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Page 50 and 51: from http://www.direct.gov.uk/en/Ed
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Page 56 and 57: There are several good teaching pra
Page 58 and 59: warns that it cannot be assumed tha
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Page 62 and 63: skills, such as communicating on th
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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
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Page 85 and 86: 1-5 lesson plans, relative to the d
Page 87: 3.3.2.3 Culture, education and skil
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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
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Page 123 and 124: communication across these contexts
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Page 127 and 128: Workplace assessment Work experienc
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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
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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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