Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Identifying, developing and grading “soft skills” in higher education: A technological approach
University of Limerick, Ireland.ORCID iD: 0000-0002-8292-5642
KTH, School of Education and Communication in Engineering Science (ECE), Learning.ORCID iD: 0000-0003-4199-4753
KTH, School of Education and Communication in Engineering Science (ECE), Learning.
2016 (English)Conference paper, Published paper (Refereed)
Abstract [en]

Identifying, developing and grading soft skills, i.e., transversal cross-curricular competencies, in higher education requires the recognition of key qualities, the capacity to discriminate between these qualities and a mechanism to validly and reliability grade soft skill acquisition. This research proposes a technological infrastructure that acknowledges the importance of self-assessment, peer observation and teacher evaluation when adjudicating on subjective and often personal data. The proposal has the capacity to balance, weight and triangulate the objective and subjective evidence of soft skill acquisition ensuring the validity and reliability of the resultant accreditation. Accreditation of soft skills was in the form of digital badges. Using the proposed technological approach, the identification, development and grading of soft skills can be reviewed, tracked and managed over time to demonstrate competencies with respect to both the context and situation. The technological approach empowers stakeholders as critical partners within the assessment process and supports the ecological validity of their judgements based on the evidence submitted for accreditation. Reliability is strengthened by the triangulation of these judgements. Though more significantly, the technological approach facilitates the capacity to weight stakeholders’ decisions relative to the context and situation.

Place, publisher, year, edition, pages
2016.
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:kth:diva-219825OAI: oai:DiVA.org:kth-219825DiVA, id: diva2:1165456
Conference
The Higher Education in Transition Symposium November 2 - 4, 2016 in Oshawa, Ontario, Canada
Note

QC 20171213

Available from: 2017-12-13 Created: 2017-12-13 Last updated: 2017-12-13Bibliographically approved

Open Access in DiVA

No full text in DiVA

Search in DiVA

By author/editor
Buckley, JeffreySeery, NiallCleveland-Innes, Martha
By organisation
Learning
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 8 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf