Metrics for Students’ Soft Skills     

Vladan Devedzic  Jelena Jovanovic  Matthew Kelly  Nikola Milikic  Sonja Dimitrijevic 《教育实用测度》2018,31(4):283-296

This article presents a systematic approach to defining, applying, evaluating, refining, and revising metrics for students’ soft skills—their abilities like critical thinking, problem solving, leadership and responsibility, communication, and collaboration. The importance of these skills in educational and work settings is growing rapidly. While such skills are easy to notice, they are hard to measure. Metrics do exist, but vary from one case to another, and are often rather implicit and vague. Contrary to that, this article proposes the use of precisely specified, measurable, low-inference indicators (metrics) to assess soft skills. The article also introduces an open set of principles that can be used to guide the specification of concrete, evidence-based metrics for different soft skills. Two case studies are used to illustrate the approach. These case studies are part of a larger research effort that has developed an open set of metrics for different soft skills; some of them are discussed in the article extensively. Generalizing the metrics used in specific educational contexts is also discussed.  相似文献   

The role of indoor positioning analytics in assessment of simulation-based learning     

Lixiang Yan  Roberto Martinez-Maldonado  Linxuan Zhao  Samantha Dix  Hollie Jaggard  Rosie Wotherspoon  Xinyu Li  Dragan Gašević 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(1):267-292

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Intergroup resource allocation among children from minority and majority groups in three settings of former conflict     

B. Corbett  J. Dautel  J. Tomašić Humer  A. Tomovska Misoska  L. K. Taylor 《Child development》2023,94(6):e393-e402

Intergroup resource allocation was examined among 333 children aged 7–11 (51.9% female) within three settings of former intergroup conflict (January–June 2021). Children represented both ethno-religious minority and majority groups (Republic of North Macedonia: Albanians, Macedonians; Croatia: Serbs, Croats; Northern Ireland: Catholics, Protestants), from predominantly White and middle-class families. Ingroup bias in average resource allocation amounts was demonstrated by both minority and majority children, across settings, in the context of novel targets (historic conflict rivals). Majority children were also more likely to give equally (which maintains the status quo) than minority children. Giving equally increased with age for both minority and majority children, despite being in “zero-sum,” conflict settings. Equitable intergroup resource allocation in such settings has implications for conflict transformation.  相似文献   

A leap to the digital era—what are lower and upper secondary school students’ experiences of distance education during the COVID-19 pandemic in Serbia?     

Kovács Cerović  Tünde  Mićić  Katarina  Vračar  Selena 《European Journal of Psychology of Education - EJPE》2022,37(3):745-764

European Journal of Psychology of Education - The aim of this paper is to thoroughly examine how students in Serbia experienced their education through distance learning during the 2020 Spring...  相似文献