lior naamati
May 2, 2018

meeting 29/4/2018

2 comments

Edited: May 2, 2018

160/5000

Hello everyone At a meeting we held with the Israeli Working Group on 29.4.18, we formulated the ideas that we discussed in previous meetings as a work plan for the development and evaluation of formative Assement

 

The formative evaluation method chosen is a combination of several ideas according to which the student and the lecturer are involved in choosing the pathways of the student on his way to the final goal / final assignment in the course

A kind of setting goals along the way that belong to a number of areas and abilities, and not just educational ones that test cognitive knowledge

In this thesis, a model must be constructed according to which the lecturer builds a road map embedded in "islands of goals" that include social abilities, collaborative work abilities, skills of emotional and social intelligence, and "soft skills".

The student will collect various tags along the "road map" according to the lecturer's definition and according to the abilities he demonstrated during the course of the work

 

1. The evaluation tool will focus on two central areas of emotional intelligence: interpersonal and personal skills (according to Bar-On, 1997), and group skills. It was decided not to focus on cognitive skills because there are evaluation tools in this context.

2. Each area will be divided into different skills which can be implemented in a variety of content.

3. Each skill can be given three types of Badge - in parallel to three medals in sport: bronze, silver and gold. Each type of Badge will express a different level of the skill: basic, intermediate, advanced. In order to be able to add skills to the evaluation, some Badges will be empty.

4. At the beginning of the course, the student will point out his starting level in each skill in the three areas; his goals of progressing at various skills. This model can be constructed as a staircase / a journey etc.

5. In the process, each student will collect Badges from three sources:

a. Self-esteem - Some Badges, will be given to the student by himself and include reflective explanation. The student can decide what are his targets and collect Badges according to his progress in achieving his goals.

b. Peer evaluation - The group will decide how to divide a bank of Badges among the students and to explain their decisions.

c. Evaluation of the Lecturer - We have not defined it yet. It is possible that the lecturer will give it on cognitive skills (according to Bloom's model) (??)

6. At the end of the course, each student is supposed to collect a number of Badges that will be defined by him in advance (in each area and in different skills)- some of personal evaluation and some of group assessment.

7. For the development of the evaluation tool we are required to develop a broad bank of skills in the three level for each area.

 

 

lior naamati
May 3, 2018

Thank you! We can certainly use that!

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  • nini.chikovani
    Aug 24, 2018

    On the 16th of August the asset members from the 4th group “Learning to leave together” had a scheduled online meeting where they discussed the design and development of new/renewed assessment methodologies and particularly soft skill assessment tools. Amongst the attendants there were Niva Dolev, Kakha Kvashilava, Nino Chikovani, Adaya Meitovich and Anabel ……? The idea of soft skills assessment comes from the experience of the last two decades since the study curricula and the courses are supposed to develop some other abilities, skills and competencies besides the existing ones. Such skills are often referred to as soft skills and cover Emotional intelligence (EI), Social-Emotional Intelligence (SEI), or Social-Emotional Competence (SEC) that are not less important than other skills and competences the students acquire during the studies. This methodology is particularly a revolution since it is not based on achievement score and how to motivate students to make the best use of it is a challenge and a matter of concern for teachers, especially at the higher educational institutions. During the online meeting Ms Niva and Ms Adaya outlined the key features of the soft skills and answered some of the basic questions coming from the other group members followed by the discussion-debate upon the approaches how to fit the methodology into the range of courses and their specifics. Ms Nino Chikovani drew parallels to her subjects at the university, particularly courses in Children’s rights and education, General English, English for specific purposes, etc and mentioned that while using brainstorming, PBL, discussion-debates, case studies, etc, the elements of soft skills are automatically practiced, sometimes on purpose, but sometimes subconsciously. There were further comments and evaluations from the other group members in order to accommodate and find their niche, or a function in the abovementioned workload. Mr Kakha and Ms Adaya promised to provide the group with supplementary material for reflective writing. Consequently the members of the group agreed on the following action plan: Integrating reflective writing in developing the assessment tools, think and work on creating the relevant learning environment and finally selecting one or two soft skills from the list provided by the Israeli partners that each member would work on, make up some tasks on them and later share with the team members to set further action plan for implementation. I am attaching the photos of the online meeting promoting the collaborative team work on the common interests.
  • lior naamati
    Aug 4, 2018
  • lior naamati
    Jul 23, 2018

    Hello everyone Attached is the draft file we worked on ( SOFT SKILLS 22/7/28 ) We look forward to your comments

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