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Relevant bibliographies by topics / Life skills assessment

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Academic literature on the topic 'Life skills assessment'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 August 2024

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Journal articles on the topic "Life skills assessment"

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Dr.K.Anuradha, Dr K. Anuradha. "Assessment of Life Skills Among Adolescents." International Journal of Scientific Research 3, no. 2 (2012): 219–21. http://dx.doi.org/10.15373/22778179/feb2014/72.

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Antika, Linda Tri, Moch Haikal, and Agus Budiyono. "Life skills and teaching skills: a correlational study of prospective teacher." Edubiotik : Jurnal Pendidikan, Biologi dan Terapan 7, no. 02 (2022): 1–6. http://dx.doi.org/10.33503/ebio.v7i02.1274.

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Prospective teachers of 21st century need to prepare themselves in carrying out their profession as professional teacher candidates, namely by having good teaching skills. In addition, skills that support teaching skills also need to be possessed by prospective teacher students, such as life skills. The purpose of this research was to explain the relationship of life skills and teaching skills of prospective teacher students. The subjects in this study were fourth semester students of Biology Education Department, Faculty of Teacher Training and Education (FKIP), Universitas Islam Madura. This

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Saini, Artika, and Prashant Srivastava. "Assessment of Creative Life Skills among Adolescents." JOURNAL OF PSYCHOSOCIAL RESEARCH 13, no. 1 (2018): 209–17. http://dx.doi.org/10.32381/jpr.2018.13.01.20.

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Dhandargi, Utalbasha, Deelip S Natekar, and Ganadhar J. Yallatti. "Assessment of Life Skills Among Basic B.Sc. Nursing First Year Students: A Cross Sectional Study." International Journal of Science and Healthcare Research 7, no. 4 (2022): 301–4. http://dx.doi.org/10.52403/ijshr.20221042.

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Background of the study: The world is advancing with a high pace in terms of technology in every field facilitating human habitation. Health care is now a competence-based task with challenges awaiting perfection and precision. Nursing students need to cope up with this speed and learn the basics with technical advancements. Life skills are the core skills that make a person use his/her maximum potential in achieving the challenging tasks in learning. Aim: A cross sectional study to assess the life skills among the Basic BSc Nursing First year students. Method: It was a Descriptive cross-secti

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Kennedy, Fiona, David Pearson, Lucy Brett-Taylor, and Vishal Talreja. "The Life Skills Assessment Scale: Measuring Life Skills of Disadvantaged Children in the Developing World." Social Behavior and Personality: an international journal 42, no. 2 (2014): 197–209. http://dx.doi.org/10.2224/sbp.2014.42.2.197.

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Adversity, including malnutrition, has had irrefutable effects on child development and mental health. India, for example, has approximately 160 million children in poverty: The growth of up to 59% of rural and 48% of all children is stunted. Hundreds of thousands of nongovernmental organizations (NGOs) work with these disadvantaged children to increase their life skills and ameliorate effects of adversity. Yet a simple effective measure of program impact has remained elusive. We used observational data from 1,136 disadvantaged children aged 8 to 16 years to construct a simple 5-item impact as

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Thomas, Brett W., and Mark W. Roberts. "Sibling Conflict Resolution Skills: Assessment and Training." Journal of Child and Family Studies 18, no. 4 (2008): 447–53. http://dx.doi.org/10.1007/s10826-008-9248-4.

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Sharma, Neel. "The Prescribing Skills Assessment - a requirement for life." British Journal of Clinical Pharmacology 78, no. 2 (2014): 430. http://dx.doi.org/10.1111/bcp.12315.

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Sloan, N. L., B. Winikoff, D. T. Hieu, N. T. N. Ngoc, C. Quimby, and G. Fassihian. "Assessment of life saving skills (LSS) in Vietnam." International Journal of Gynecology & Obstetrics 70 (2000): C61. http://dx.doi.org/10.1016/s0020-7292(00)80495-6.

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Duerden, Mat D., Peter A. Witt, Mariela Fernandez, Marie Jolliff Bryant, and Daniel Theriault. "Measuring Life Skills: Standardizing the Assessment of Youth Development Indicators." Journal of Youth Development 7, no. 1 (2012): 99–117. http://dx.doi.org/10.5195/jyd.2012.155.

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While the development of life skills (e.g., communication, problem solving, etc.) is a commonly targeted youth program outcome, the lack of standardized conceptualizations and instrumentation make it difficult to compare impacts across programs and develop validated best practices. In order to promote a more unified approach to life skill development, literature reviews were conducted for 10 life skill domains to identify common definitions and, if available, appropriate outcome measures. Data were then collected from an ethnically diverse sample (N = 758) of elementary, middle, and high schoo

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Gibb, Stephen. "Soft skills assessment: theory development and the research agenda." International Journal of Lifelong Education 33, no. 4 (2013): 455–71. http://dx.doi.org/10.1080/02601370.2013.867546.

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Dissertations / Theses on the topic "Life skills assessment"

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Horn, Michael T. "Investigating the construct validity of a life-skills assessment instrument /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/8128.

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Warner, Victoria Jay. "Development and validation of a performance-based assessment in work and family life personal development." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1072036691.

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Thesis (Ph. D.)--Ohio State University, 2004.<br>Title from first page of PDF file. Document formatted into pages; contains xiv, 200 p.; also includes graphics Includes bibliographical references (p. 117-123). Available online via OhioLINK's ETD Center

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Brown, Ronald Hunter. "Validation of the modified Basic Life Skills Screening Inventory." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184345.

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Rehabilitation and education are faced with the growing need for adequate and appropriate assessment tools for over 9,000 congenitally deaf-blind persons in this country. These tools are needed to help form the basis for evaluation of these clients/students so that programs appropriate to their specific needs can be determined. In the past, assessment of the functional development of this population has been based on tests standardized on populations of non-handicapped individuals. These measuring primarily language abilities, and experiential factors. Observational procedures can examine the

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Varela, Luz Maria. ""Getting ready" independent living skills program: A professional assessment." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3296.

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Tirnady, Rachel Lee. "Life skills and criminal thinking : a comparison between offenders and college students /." Abstract Full Text (HTML) Full Text (PDF), 2008. http://eprints.ccsu.edu/archive/00000532/02/1981FT.htm.

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Thesis (M.S.) -- Central Connecticut State University, 2008.<br>Thesis advisor: Damon Mitchell. "... in partial fulfillment of the requirements for the degree of Master of Science in Criminal Justice." Includes bibliographical references (leaves 40-43). Also available via the World Wide Web.

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Acevedo, Raymond. "Characteristics of independent living program participants and non-independent living program participants." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3110.

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Britz, Cecelia Adonia. "Knowledge levels of school learners before and after a life skills program on rape and child abuse." Thesis, University of Port Elizabeth, 2005. http://hdl.handle.net/10948/360.

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Due to the early age at which children are exposed to rape and child abuse, preventative programs should be implemented as early as possible. Schools provide ample opportunity to reach learners of all ages. Educators have regular contact with learners and have a key role to play in the implementation of comprehensive health and education life skills programs. Non-Governmental Organisations (NGO) can link up with schools to combat abuse that affects children in South African communities. The Ubuntu Education Fund requested the Health and Development Research Institute (HDRI) of the University o

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Nell, Reinette Deidre. "Stress, coping resources and adjustment of married mothers in the teaching profession." Thesis, Nelson Mandela Metropolitan University, 2005. http://hdl.handle.net/10948/387.

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The changes that have taken place in the South African educational system over the past few years have placed teachers under increasing stress. While abundant overseas literature is available regarding teacher stress, limited studies have focused specifically on South African samples. Female teachers, and working mothers, often experience additional stressors to men. Studies on women’s health have received little attention in comparison with the magnitude of research conducted on men’s health. The aim of the current study was to explore and describe the stress, coping resources and adjustment

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Loubser, Annemarie. "'n Ondersoek na lewensvaardigheidsopvoeding in die grondslagfase / Annemarie Loubser." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4957.

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In die Grondslagfase is Lewensvaardighede een van drie leerprogramme wat deur die Departement van Onderwys voorgeskryf en verder in die Nasionale Kurrikulumverklaring uiteengesit word. Lewensvaardighede fokus op die ontwikkellng van lewenswaardes en stel die ontwikkeling van verantwoordelike en gedissiplineerde landsburgers. van Suid-Afrika ten doe!. Teen die agtergrond van die bogenoemde oorkoepelende uitkoms van Lewensvaardigheidsopvoeding, was die doel van die studie om antwoorde op die volgende navorsingsvrae te ViFld: • Wat is Grondslagfase-onderwysers se houding teenoor Lewensvaardigheid

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Wicomb, Priscilla Zenobia. "A life-skills intervention programme addressing the selfconcept of Afrikaans-speaking youth offenders." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/2887.

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Thesis (MEdPsych (Educational Psychology))--Stellenbosch University, 2008.<br>Life orientation is fundamental in empowering learners to live meaningful lives. Life-skills education and training forms part of life orientation and helps to address the abovementioned aspect. Life-skills education and training falls under the most recent and powerful approaches in handling psychological problems. It strives to adapt the principles of psychology and social science into teachable skills to ensure intra-personal effectiveness and improve the general quality of peoples' lives. The aim of this pi

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Books on the topic "Life skills assessment"

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Zanzibar, Tume ya UKIMWI, ed. Skills for life?: An assessment of life skills education, Zanzibar, 2008. Zanzibar AIDS Commission, 2008.

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Zanzibar, Tume ya UKIMWI, ed. Skills for life?: An assessment of life skills education Zanzibar, 2008. Zanzibar Aids Commission, 2008.

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Teesside Polytechnic. Educational Development Services., ed. Personal skills for working life: A self assessment guide. Teesside Polytechnic Education Development Services, 1992.

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Robbins, Christine L. Shaping life skills: A comprehensive assessment system for habilitation, prevocational and vocational skills. alKami Pub., 2002.

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Browder, Diane M. Assessment of individuals with severe disabilities: An applied behavior approach to life skills assessment. 2nd ed. Brookes, 1991.

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Browder, Diane M. Assessment of individuals with severe handicaps: An applied behavior approach to life skills assessment. P.H. Brookes, 1987.

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Browder, Diane M. Assessment of individuals with severe disabilities: An applied behavior approach to life skills assessment. 2nd ed. P.H. Brooks, 1991.

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M, Browder Diane, ed. Assessment of individuals with severe disabilities: An applied behavior approach to life skills assessment. 2nd ed. P.H. Brookes, 1991.

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Indian National Commission for Co-operation with UNESCO. and Unesco New Delhi, eds. Life skills in non-formal education: A review. Indian National Commission for Co-operation with UNESCO, Ministry of Human Resource Development, 2001.

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Sonn, Ulla. Longitudinal studies of dependence in daily life activities among elderly persons: Methodological development, use of assistive devices and relation to impairments and functional limitations. Scandinavian University Press, 1996.

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Book chapters on the topic "Life skills assessment"

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Sharma, Pandit Devjyoti. "Life Skills Dynamic Meditation for Suicide Prevention." In Suicide Risk Assessment and Prevention. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-41319-4_42-1.

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Sharma, Pandit Devjyoti. "Life Skills Dynamic Meditation for Suicide Prevention." In Suicide Risk Assessment and Prevention. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-42003-1_42.

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Care, Esther. "Global to Regional: From Twenty-First Century Skills to Life Skills in East Africa." In The Enabling Power of Assessment. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-51490-6_1.

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AbstractEducation systems worldwide are adapting to demands from civil society and the workforce to better equip young people to function effectively in the twenty-first century world. The lag from awareness to aspiration to policy and to practice requires communities to contribute to building knowledge, developing tools, and representing society’s needs to government. Three countries in sub-Saharan Africa, Kenya, Tanzania, and Uganda, are benefiting from the efforts of a network of civil organisations working together with academia and government, which seek to enhance education provision. This introductory chapter establishes the context in which the Assessment of Life Skills and Values in East Africa initiative has developed tools to measure adolescents’ proficiencies, and in so doing developed expertise in the assessment of life skills and values through a regional initiative.

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Nakabugo, Mary Goretti, Benard Madanda, and Amos Kaburu. "Opportunities and Challenges in Household-Based Assessment of Life Skills." In The Enabling Power of Assessment. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-51490-6_8.

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AbstractHousehold-based assessments (HBA) in education are novel. Conducting household-based learning assessments has long been associated with non-government organisations as evidenced in India, other parts of South Asia, East, West and Southern Africa, and the Americas. The use of HBA to measure life skills expands the use of this approach that was long characterised by assessing foundational literacy and numeracy skills. Experiences from the Assessment of Life Skills and Values (AliVE) by the Regional Educational Learning Initiative (RELI) reveal that opportunities for using HBA to measure life skills are immense. Through a collaborative initiative, ALIVE as a process delivered a tool that was used across Kenya, Tanzania, and Uganda mobilising stakeholders among policymakers, education researchers, teachers, civil society organisation leaders, local partner organisations and citizen assessors from areas where a sample of adolescents aged 13–17 was identified, selected and assessed on the value of respect and life skills of self-awareness, problem solving and collaboration. This household-based assessment approach reveals that despite the immense opportunities, there are also challenges. This chapter provides the context of ALiVE, traces the process of implementing ALiVE using the household-based approach, and discusses the opportunities and challenges associated with using HBA in measuring life skills. These opportunities include the ability to capture a larger range of children than can school-based assessments, the liberalisation of assessments, the inbuilt advocacy and technology opportunities, the deepening of external accountability systems, and engagement capabilities. Among the challenges discussed in using HBA for measuring life skills is the need to identify and define the purpose, the complexity of identifying groups to assess, the logistical challenges in implementation and associated costs, difficulties in scheduling, and the reality that still not all children will be reached. Despite this set of challenges, HBA demonstrate the opportunities that exist outside school to provide data at large scale for reporting and advocacy.

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Shariff, Khadija, Devotha Festo Mlay, and Samuel Otieno Owino. "Generating Evidence from Life Skills Assessments to Inform Policy in East Africa." In The Enabling Power of Assessment. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-51490-6_2.

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AbstractLife skills are rapidly becoming recognised as critical skills for children to acquire in order to succeed in school and in life. This is particularly true in the sub-Saharan African (SSA) context where youth educational attainment is low, unemployment and informal employment is high and a growing youth bulge provides both an opportunity and a high risk for the development or under development of SSA countries. Developing appropriate life skills and values in youth has become imperative for education systems in order to ensure youth have the chance to succeed, especially in terms of employment after finishing school. Global large-scale learning assessments have primarily been focused on basic or foundational competencies such as literacy and numeracy. These assessments have paved the way in showing how large-scale evidence generation can influence policy and practice in different countries. When it comes to the life skills and values space however, few assessments have produced evidence to influence systemic shifts in educational delivery. This chapter outlines how the Assessment of Life skills and Values in East Africa (ALiVE) collaboration has addressed gaps in large scale evidence of life skills and values, and more specifically a lack of life skills and values assessments contextual to East Africa.

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Ariapa, Martin, Masa Pavlovic, and Esther Care. "Measuring Adolescents’ Life Skills and Values: Method and Results from East Africa." In The Enabling Power of Assessment. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-51490-6_10.

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AbstractThe goals of the ALiVE initiative, to capture and disseminate estimates of adolescents’ life skills and values at a level that would provide valuable information to ministries of education, guided the development of an assessment tool. The aim was to produce a tool that had the capacity to assess the proficiencies of adolescents in East Africa through a household-based approach. This approach required that the tool could capture these cognitive, interpersonal, and intrapersonal capacities; not rely on knowledge and skills built through formal education; and would be compatible with oral administration of the assessment with participating adolescents. The process of development is described as taking place within these parameters. Results from the assessment of 45,442 adolescents across Kenya, Tanzania, and Uganda are presented following the technical information generated through the test and scale development process. The patterns of results are uniformly similar across each of the education systems, although there are some slight differences in levels of proficiencies. The outcomes provide confidence in the test and scale development processes followed, and in the use of household-based assessment for measurement of life skills and values.

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Turner, Fergal, Michael Babu, and Olivia Mcintire. "Reflections on ALiVE’s Collaborative Endeavour." In The Enabling Power of Assessment. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-51490-6_11.

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AbstractAliVE’s visible achievement has been to develop contextualised assessment tools for three life skills and one value, undertake a large-scale assessment program at household level across three countries, and engage with hundreds of stakeholders in the process. What is less visible is how this has been achieved, who is responsible for it, and what the motivating force behind it has been. This chapter describes reflections on the collaborative processes that underlie these activities. In so doing, the chapter locates that collaboration within the history of community and civil society contributions to education in East Africa, and more specifically within Kenya, Tanzania, and Uganda. The chapter’s reflections make explicit who the contributors were and how they were able to work together. In these reflections two factors are of particular interest. The first concerns the link between the way individuals and organisations worked together, and the actual life skills that were the object of their attention, in particular the skill of collaboration. The second is the constituting of the endeavour as a learning journey. The process is seen not merely as a production of an assessment tool and consequent results which can be used to advocate for life skills in education, but as a vehicle for equipping collaborators with the technical and work skills that they can take forward into future education spaces.

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Mutweleli, Samuel, Grace Mwathe, and Scolastica Mundi. "Scenario-Based Assessments: Experience from East Africa." In The Enabling Power of Assessment. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-51490-6_9.

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AbstractHow to assess twenty-first century skills continues to challenge measurement experts in education. Scenario-based assessment, a strategy used in the Assessment of Lifeskills and Values in East Africa (ALiVE) project, offers some benefits for these performance-based skills. In this chapter, scenario-based assessment is defined and described together with a discussion of assumptions made in developing such assessments. The creation of tools for assessing three life skills and the value of respect is used to illustrate issues encountered in the process. The daily life activities of adolescents in home, school and community environments in East Africa provided the substance for stimulus scenarios to which adolescents responded in this large-scale assessment program of more than 45,000 adolescents. The technical processes undertaken by the test development team are described across stages of idea creation, think aloud, and dry run; culminating in a pilot in Kenya in order to generate data for reviewing scale development before the large-scale assessment. Through this process, lessons were learnt that may inform future use of scenario-based assessments in contexts similar to those in which ALiVE operated.

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Brush, Katharine E., Stephanie M. Jones, Rebecca Bailey, Bryan Nelson, Natasha Raisch, and Emily Meland. "Social and Emotional Learning: From Conceptualization to Practical Application in a Global Context." In Life Skills Education for Youth. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-85214-6_3.

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AbstractSocial and emotional learning (SEL) is an effective way to promote positive learning, health, and wellbeing outcomes among children and youth, but the field lacks consensus about which skills and competencies are most important, what they should be called, and how they should be promoted and measured across diverse global contexts. SEL is also referred to by many names, often overlapping with life skills education (LSE) and other initiatives to improve learning, health, and developmental outcomes for children and youth. This chapter begins by describing SEL and its relationship to LSE and the United Nation’s Sustainable Development Goals. It then showcases where clarity and cohesion do or do not exist within the field of SEL by exploring how SEL is conceptualized, measured, and promoted in different settings around the world. We draw on data collected over a series of research projects in which we applied a common coding system to SEL frameworks, programs, and measurement/assessment tools in order to identify areas of overlap and divergence between them. The chapter summarizes key findings from these projects while highlighting the need for deeper contextualization and localized research and development and concludes by discussing implications for research and practice.

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Giacomazzi, Mauro. "The Contextualisation of 21st Century Skills in East Africa." In The Enabling Power of Assessment. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-51490-6_3.

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AbstractThe world is concerned about young people’s preparedness to face challenges in the workplace, as well as society’s ability to respond to the social and economic issues of the twenty-first century. To respond to this challenge in the past decade, the education systems in East Africa have incorporated life skills and values into their policies and curricula; however, the actual implementation and incorporation of teaching and learning practices that foster these skills in the classroom is mostly unexplored. It has also been noted that tools used to measure 21st century skills in non-Western contexts have been borrowed from Western literature. This leaves no room for different understandings and conceptualisations of the skills to be measured. The Assessment of Life Skills and Values in East Africa (ALiVE) team addressed the gap in existing literature by exploring the understanding of collaboration, problem solving, self-awareness, and respect in the East African context through rapid ethnographic interviews. Each of these constructs are represented in the education systems of Kenya, Tanzania, and Uganda. The researchers interviewed a total of 368 participants (80 from Kenya, 55 from Tanzania, and 95 from Uganda). Of these, 76 participants were adolescents; 78 were parents; and 76 were teachers. What emerges prominently in the East African context is that personal identity incorporates more communitarian than individualistic features compared to the Western descriptions of the self. As a consequence, when designing a data collection tool for assessing life skills in the East African context, there are several conceptual, ethnographic, and epistemological elements to be considered—not only at the initial stage of conceptualising the framework of a tool, but also in the process of tool development, data collection, and data analysis.

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Conference papers on the topic "Life skills assessment"

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Lāma, Gatis. "Secondary-School Student Transversal Skills in Mathematics. Comparison Between Teacher Assessment and Student Self-Assessment." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.46.

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In order to ensure attainment of educational objectives, the development of transversal skills has been identified as a key component of learning. The future is uncertain, and it is difficult to predict, which knowledge and skills will be needed for life. Education must not only prepare young people for work but also encourage the development of skills that are essential for students to become active and responsible citizens. The uncertainty about the future also changes accents in education by increasing the importance of transversal skills in secondary education, including in the subject of

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Dochie, Elena, Cosmin Herman, and Carmen Epure. "USING GAMIFICATION FOR THE DEVELOPMENT OF SOFT SKILLS. SKILL GENERATOR ASSESSMENT GAME CASE STUDY." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-264.

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Learning soft-skills is a challenge in current public education system where all the subjects are focused on knowledge and facts. This means that soon-to-be graduate of a VET school will not be sufficiently prepared for a working life. Being at the barrier between adulthood and childhood, gamification is the best solution for introduction of new skills, especially it can profit out off life and work related contexts. So special environment, content and interactions together with game elements create an optimal stage for learning in an easy and fun way. Online learning developers are focused mo

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Danielewicz-Betz, Anna, and Tatsuki Kawaguchi. "Equipping engineering students with global skills: Developing global minds through university life." In 2013 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2013. http://dx.doi.org/10.1109/tale.2013.6654534.

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Bulan, Marlon. "ADVANCING COMPETENCY ASSESSMENT." In Maritime Transport Conference. Universitat Politècnica de Catalunya. Iniciativa Digital Politècnica, 2024. http://dx.doi.org/10.5821/mt.13180.

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The intricate landscape of assessing seafarers' competencies demands a comprehensive approach that ensures they possess the necessary skills to handle safety-critical duties, given the immense responsibility—people's lives, marine ecosystems, and properties valued in millions—entrusted to them. While Competency-Based Assessment offers consistent and objective evaluations through computer-based assessment, it faces limitations in assessing higher cognitive skills and meeting the Standards of Training, Certification, and Watchkeeping (STCW) criteria. This research explores the potential of integ

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Herman, Cosmin, Carmen Epure, Anca Mustea, Ovidiu Morariu, and Elena Dochie. "SKILL GENERATOR ASSESSMENT GAME." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-190.

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The workshop aims to show the methodes used for the developing of the transversal Skill Generator Assessment Game. The objectives are: - Enhancing digital integration in learning, teaching, training and youth work at various levels; - Promoting entrepreneurship education and social entrepreneurship among young people. The workshop describes the steps for developing an ICT-based education tool simulating real life situations in order to support apprentices/VET students to enhance and foster transversal skills needed by the current labor market. The score system embedded within the e-learning to

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Yasa, Arnelia Dwi, Denna Delawanti Chrisyarani, Ludovikus Boman Wadu, et al. "The assessment of mathematical creative thinking skills with the analytical hierarchy process method." In THE 4TH INTERNATIONAL CONFERENCE ON LIFE SCIENCE AND TECHNOLOGY (ICoLiST). AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0119048.

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"Authentic Assessment Design in Accounting Courses: A Literature Review." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/4042.

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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the journal Issues in Informing Science and Information Technology, Volume 15] Authentic assessments offer students the opportunity to develop skills that implement the formal learning they receive in the classroom. Although there is a need for accounting graduates to possess a plethora of skills to equip them for success, there is a shortage of literature which focuses on authentic assessment design for accounting courses. This paper aims to address this gap by compiling a toolkit for accounting educators aspi

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Karetnikova, E. V. "Assessment of Intelligence, Communication Skills, and Independence of Adolescents with Mental Disorders to Form the Objectives of the Program for Socialization and Work Activity Training." In Proceedings of III Research-to-Practice Conference with International Participation “The Value of Everyone. The Life of a Person with Mental Disorder: Support, Life Arrangements, Social Integration”. Terevinf, 2023. http://dx.doi.org/10.61157/978-5-4212-0676-7-2023-171-176.

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Based on the Center for Support of Families Raising Children with Developmental Disabilities (Kirov), a training program "Socialization and preparation for work of schoolchildren with developmental disabilities" has been worked out. The program is aimed at the formation of life competencies, the development of socialization and the skills necessary to participate in joint work activities. To form and clarify the specific objectives of the program, an assessment was made of the intelligence, communication skills and independence level of adolescents with mental disorders in a model group of 20

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Prvan, Tania, and Ayse Aysin Bilgin. "Statistics Projects and Their Importance in Developing Written Communication and Dissemination Skills." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t13b3.

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Higher education is changing with soft skills being implemented into the curriculum to prepare students for life after university. Students can be taught some of the soft skills by using a final-year, project-based assessment. One of the most valued soft skills by industry is communication. A statistics project is an essential component in ensuring that students have mastered communicating statistical findings in a non-technical manner suitable for a general audience. Students can become engaged in learning about communicating statistical results with carefully planned learning activities and

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Rahayu, Sri, and Ervita Eka Rosawati. "The development of higher-order thinking skills (HOTS) assessment instrument in chemistry using socioscientific issues context: A preliminary trial." In THE 4TH INTERNATIONAL CONFERENCE ON LIFE SCIENCE AND TECHNOLOGY (ICoLiST). AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0118624.

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Reports on the topic "Life skills assessment"

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Chung, Jinmyeong, and Jiseon Yoo. Skills for Life: Digital Literacy. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003368.

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As the global economy and workforce are constantly being diversified with a greater emphasis on technology, 21st Century citizens are required to acquire basic digital literacy competencies. In this brief, we examine the concept of literacy and digital literacy. Then, we review the latest digital literacy studies in the United Nations Educational, Scientific and Cultural Organization (UNESCO), the European Commission, the United Kingdom, and the United States. Lastly, we provide suggestions by comparing digital literacy studies, including ICT studies, in South Korea with international literacy

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Vincent-Lancrin, Stéphan. Skills for Life: Fostering Creativity. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003742.

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As the global economy and workforce are constantly being diversified with a greater emphasis on technology, 21st Century citizens are required to acquire basic digital literacy competencies. In this brief, we examine the concept of literacy and digital literacy. Then, we review the latest digital literacy studies in the United Nations Educational, Scientific and Cultural Organization (UNESCO), the European Commission, the United Kingdom, and the United States. Lastly, we provide suggestions by comparing digital literacy studies, including ICT studies, in South Korea with international literacy

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Oviedo, Maria Eugenia. Skills for Life: Measuring 21st Century Skills in Latin America and the Caribbean. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0004712.

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Measuring 21st century skills is one of the most important tasks of education and training systems. Measurement is what allows program managers to evaluate the effectiveness of a particular education program, diagnose the needs of individual students, or assess their development over time. Still, countries in Latin America and the Caribbean and around the world face challenges in this area. Using data from interviews, case studies, and an in-depth literature review, this policy brief evaluates the advantages and disadvantages of different types of assessment tools for measuring 21st century sk

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DeBarger, Angela, and Geneva Haertel. Evaluation of Journey to El Yunque: Final Report. The Learning Partnership, 2006. http://dx.doi.org/10.51420/report.2006.1.

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This report describes the design, implementation and outcomes of the initial version of the NSF-funded Journey to El Yunque curriculum, released in 2005. As formative evaluators, the role of SRI International was to document the development of the curriculum and to collect empirical evidence on the impact of the intervention on student achievement. The evaluation answers four research questions: How well does the Journey to El Yunque curriculum and accompanying assessments align with the National Science Education Standards for content and inquiry? How do teachers rate the effectiveness of the

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McLure, Hamish, Samantha Shinde, Nancy Redfern, et al. Return to work. Association of Anaesthetists, 2024. http://dx.doi.org/10.21466/g.rtw.2024.

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Work is important. For most, it provides a host of positive emotions as well as the opportunity for social contact and the financial support that enables us to enrich our lives in other ways. If we can no longer work due to ill health, requirement to look after a loved one or following capability or conduct proceedings, the personal impact can be devastating. Even when taking time out of the workplace for positive life enhancing reasons, such as having a baby or a career break to pursue another interest, there can still be a negative impact on knowledge, skills, self-esteem, confidence and fin

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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-598-0.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that w

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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-628-4.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that w

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Scoular, Claire, and Ian Teo. Developing strategic plans for an aligned approach to 21st century skills integration. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-626-0.

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This report describes an online course developed to support education systems to build an aligned and sustainable approach to integration of 21st Century Skills (21CS). 21CS are those skills that are considered particularly important to succeed in today’s knowledge-based society in which innovation and technology are predominant. Prominent examples include critical thinking, creative thinking, and collaboration, and such skills need to be better understood in order for them to be integrated. While different countries may have their own frameworks or priorities surrounding 21CS, a consistent ap

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Chowdhury, S. M. Zahedul Islam, and M. A. Mannan. PERFORMANCE ASSESSMENT OF THE PILOT PROGRAM OF SHISHU BIKASH KENDRA. Bangladesh Institute of Development Studies, 2024. http://dx.doi.org/10.57138/vnnb9520.

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The distressed/street children are deprived of the basic necessities of life, such as food, shelter, clothing, healthcare, and other supports – psychological and others, needed for a child. The government initiated six Shishu Bikash Kendra (SBKs) to improve the environment for street children, their quality of life, and future prospects. Bangladesh Shishu Academy (BSA), under the Ministry of Women and Children Affairs (MoWCA), has designed a holistic model that will directly reach 1,500 children (250 under each SBK) and promote their education, livelihood opportunities, healthcare, and protect

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Widmer, Mireille, Marina Apgar, Jiniya Afroze, Sudhir Malla, Jill Healey, and Sendrine Constant. Capacity Development in a Participatory Adaptive Programme: the Case of the Clarissa Consortium. Institute of Development Studies, 2022. http://dx.doi.org/10.19088/clarissa.2022.001.

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Doing development differently rests on deliberate efforts to reflect and learn, not just about what programmes are doing and achieving, but about how they are working. This is particularly important for an action research programme like Child Labour: Action- Research-Innovation in South and South-Eastern Asia (CLARISSA), which is implemented by a consortium of organisations from across the research and development spectrum, during a rapidly changing global pandemic. Harnessing the potential of diverse skills and complementary strengths across partners in responding to the complex challenge of

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