Return-Path: <nifl-assessment@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id i38IV8m26470; Thu, 8 Apr 2004 14:31:08 -0400 (EDT) Date: Thu, 8 Apr 2004 14:31:08 -0400 (EDT) Message-Id: <Sea2-F28qrB0Xn2Pi1Y0000bea6@hotmail.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-assessment@literacy.nifl.gov Originator: nifl-assessment@literacy.nifl.gov Sender: nifl-assessment@literacy.nifl.gov Precedence: bulk From: "Eileen Eckert" <eileeneckert@hotmail.com> To: Multiple recipients of list <nifl-assessment@literacy.nifl.gov> Subject: [NIFL-ASSESSMENT:487] RE: assessing soft skills X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; format=flowed Status: O Content-Length: 2368 Lines: 50 I mentioned this in response to a question or comment from Nick, so maybe it's overkill to bring it up again, but I'm working with faculty at my small business college to develop outcomes assessment rubrics that address "soft skills." A big part of teaching and assessing such skills is making the indicators explicit and involving students in assessing performance on an ongoing basis, not just on tests or performance tasks that are separate from everyday behavior. I think some people think this is very behaviorally-oriented, trying to condition an unthinking, Pavlovian response by creating these mechanistic checklists of "desirable behaviors," rewarding "good" and punishing (or otherwise handing down "consequences") for "bad" behaviors. Unfortunately they're probably justified in their suspicions a lot of the time. But I don't think that has to be the case at all; to me, these indicators and rubrics are meant to demystify what are often unspoken expectations about behaviors that are culturally driven. We can't force behavior, much less the attitudes behind it. We can bring to light the unspoken expectations, examine them, and choose when to conform, and sometimes when to resist or organize for change. It takes constant self-reflection to keep from crossing the line to uncritically expecting conformity, but even with occasional failures I think it's worthwhile to try. On another note, Keng, do you think employers really want employees with critical thinking skills? Eileen From: "Keng Cher" <kengcher@hotmail.com> Reply-To: nifl-assessment@nifl.gov To: Multiple recipients of list <nifl-assessment@literacy.nifl.gov> Subject: [NIFL-ASSESSMENT:470] RE: 400+! Date: Tue, 6 Apr 2004 20:33:42 -0400 (EDT) Dear all, I'm interested in finding out what assessment tools are there in the market to test adult learners/workers' competencies in employability skills such as critical thinking, basic IT skills, etc. I've looked on the web and found some such as CASAS, ACT's workkeys, etc. Anyone has any comments/reviews on how each of these are effective or have recommendations as to other better tools around?? Keng Cher _________________________________________________________________ Tax headache? MSN Money provides relief with tax tips, tools, IRS forms and more! http://moneycentral.msn.com/tax/workshop/welcome.asp
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