Classroom-based soft skills assessment

• In Event: Advancing the professional development of teachers and trainers in youth programs: Tools and approaches

Proposal

The role of soft skills (also known as work readiness, 21st century, or social-emotional learning skills) in education systems has received increasing attention in the last several years. The intersection between soft skills and workforce, health, and violence prevention outcomes was demonstrated in USAID-funded research by Youth Power Action (Gates, S, et al, 2016). More countries are including specific emphasis on soft skills in their curriculum, especially at the secondary school level. The increasing emphasis on soft skills has exposed a gap in the ability of national education systems to measure soft skills. Through a PSIPSE-funded Echidna Giving project, Education Development Center (EDC) is developing and testing an innovative soft skills assessment that is built with the end-user in mind. Existing soft skill assessments are tested in non-developing countries, require complex analysis, or are so unreliable that they cannot reflect learners in developing countries or provide meaningful information to teachers, trainers, or education officials. EDC’s assessment balances the rigorous research on measuring soft skills with the need for ownership of the test and its analysis by educators and instructors.

Therefore, this project also aims increase the use of formative assessment in classrooms. The assessment was designed so that educators are able to administer, analyze, discuss with youth and parents, and use results to improve teaching approaches. Ensuring teachers and trainers have the ability to regularly assess student progress – and make adjustments based on real-time data – will enable them to more effectively reach targeted learning outcomes.

The assessment measures four domains: communication, interpersonal skills, dependability, and problem solving/critical thinking. These skills were chosen based on existing research by Youth Power Action (Gates, S. et al, 2016) and a detailed review of essential skills for workforce success by a panel of experts within EDC.

This paper will share the results of field testing of the assessment in Rwanda, Senegal, Tanzania, Uganda, and Kenya alongside key implementing partners. EDC will present the field testing results—including details of the test’s fairness and reliability, as well as its work with ministries of education on validating and supporting the assessment. EDC will also share the administration manual, which provides a step-by-step guide to using the assessment in classrooms or training settings.
 

Author

• Ann Hershkowitz, Education Development Center (EDC)