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

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school that respect their needs. They feel their decisions are respected and the team spirit may be enhanced, especially if the decorations result from teamwork. They feel more comfortable during lessons and their experience is closer to one “like home”. This may result in an enhanced feeling of a safe environment, which in turn may facilitate learning. In the case of UK, SW, RO, UK and NL - 2 there is not classroom personalization, while for GR and NL - 1 there is. It should be noted that the partner’s institutes have considerable differences concerning classroom personalization. The teaching aids used are more or less similar among partners. Country UK - 1 UK - 2 UK - 3 GR Material / Economic Low Near official level of poverty Table 8 Students’ quality of life indices Public and Private Services Adequate. Limitations due to rurality of geographical area. Adequate in principle. Limitations due to functional illiteracy. Living Conditions Social Capital Adequate Health and well-being Various disabilities from mental health to physical and learning issues. Adequate Public average. SW Adequate Adequate Unknown Public average. RO NL - 1 NL - 2 Low compared to average RO income Adequate for public services. Limitations for private services, due to limited income. Adequate Public average. Adequate Adequate Low Public average. 96
Country UK - 1 UK - 2 UK - 3 Table 9 Students’ quality of life indices Living conditions Living environment Crime and harm Ranges from third generation unemployed to financially comfortable and secure. GR Unknown SW With families or cohabiting. Criminal record for 10% of students No criminal records. Some criminal records. RO Live with families. No criminal records NL - 1 NL - 2 Table 8 and Low quality A lot have criminal records. 10% with criminal records Table 9 contain information related to students’ quality of life. Drug abuse (including alcohol) 20% of students (rough approximation). 6% with alcoholic parents or siblings. None Some drug abuse 50% occasional users. 10% with alcoholic parents. 50% alcoholic Unknown As we analyse earlier in this paper, SkillZone’s students are disadvantaged ones. The MASS project had a double target: on one hand social inclusion of disaffected young people and on the other enhancement of their employability qualifications. These two targets are complementary; however emphasis to one of them may be given, according to characteristics and degree of disadvantage of each group. In this context it is useful to examine some indices which may characterize the disadvantaged state of each group (Bradbrook et al., 2008, p. 17). The Swedish institution’s data collection policies differ from the other groups so their information is not included here. Poverty and access to material resources is the dominant reason for disadvantage (Bradbrook et al., 2008). UK, GR and RO reported that their students are below or close to the official levels of poverty in each country. This is a strong indication that the target groups are disadvantaged ones. NL reports that their financial state of their target group is “adequate”. 97
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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
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 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: project, this may be a good thing.
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
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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
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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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