Measuring transversal competences? How do they do it?
We pretend to work with our pupils on the key executive functions. But how can we know which functions pupils are focusing on and even more difficult how to measure the progress? To measure is to know but even before measuring we need to collect data. The app I developed allows pupils to register their daily activities in a database. As many activities as possible need to be recorded to broaden our total vision on our pupils’ competences.
The app was designed to be used both on computer and on their smartphones so that pupils can start entering their activities whenever and wherever they want.
By doing so they have to analyse which executive key function they had to switch to, to accomplish the task and on what level they did. Making pupils reflect on the different skills they need when accomplishing a particular task makes them more aware of the learning process they are going through.
The App
The list of soft skills offered in the app is a synthesis of what VDAB included in the report “VDAB deciphers” and what has been adopted as the benchmark for competence assessment in Italy.
Critics will note that I did not include digital competence in my classification. Since many of the digital competences can be learnt in a relatively short time, I rather classify this skill among the professional skills. Is a fluent PC ability a personal characteristic rather than a systematically taught skill? Some people are indeed more capable than others, but that applies to so many other skills. How about musicality? Again, talent is the most important factor here as well, but does this turn it into a transversal competence?
Research skills (finding information quickly, distinguishing reliable sources)
Analytical skills (solving a problem)
Problem solving/Creativity (finding new solutions)
Reliability (Honesty, punctuality, working independently)
Organisation/Meticolosity (Working method; attention to detail)
Time management/Multitasking (Knowing how to manage in time, doing more than one action at the same time)
Flexibility (The ability to adapt)
Communication skills (conversing, sending emails,…)
Emotional intelligence/ Respect and empathy (Managing one’s own and others’ emotions, finding points of contact and dialogue in a multicultural environment)
Passion and enthusiasm/ Personal motivation (Being ready to give one’s all, total commitment)
Interpersonal skills/ Teamwork (Interacting, participating, teamwork)
Analyses
How to process all the information afterwards? The pupils are using pivot charts in Excel to analyse the raw data. This will enable them to read information in the endless rows of records in their own database. Is the level of their work evolving in time? Is there an evolution in the level of the key competences they are using? When entering the data, the pupils are not aware of the fact that by choosing the outcome of their work they are choosing for a particular level in the scale of Bloom. It is therefore possible to measure progress in the way they are operating throughout the full internship, during the formal working hours and in the course of their free time.
Are the tasks they are trusted with in the different companies or administrations effectively evolving from pure operational to more creative or analytical tasks?
Whether pupils organise their free time to get to the gym or rather to the spa… the same skills are needed! At least to find an address, to get there by bus or taxi, discuss the price, and enjoy.