Validation of Modified Soft Skills Assessment Instrument (MOSSAI) for Use in Nigeria

Aworanti, O. A.; Taiwo, Moses; Iluobe, O. I.

doi:10.13189/ujer.2015.031111

Cited by 8 publications

(8 citation statements)

References 4 publications

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“…This study recommends also the consideration for instituting a soft skill certification program. As much as cognitive skills are assessed and students are awarded certificates, soft skills should also be assessed, and certificates should be awarded to senior secondary students to promote practical application of soft skill among students and teachers (Aworanti, 2012).…”

Section: Discussionmentioning

confidence: 99%

Developing and Validating a Soft Skills Assessment Scale for Psychoeducational Assessment

Phuti,

Koloi-Keaikitse,

Tsheko

et al. 2023

SAGE Open

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There are concerns that soft skills assessment has been conceptualized within the Western context and may not reflect the indigenous African worldview. Without relevant soft skills assessment contextualized in the African cultural cosmology, there is a limitation in assessing African conceptions of abilities. The purpose of this study was to identify relevant soft skills for secondary/high school students and develop a scale relevant for assessing soft skills in Botswana. An exploratory sequential mixed methods design was used to explore the perceptions of 23 education stakeholders on relevant soft skills for secondary students through in-depth interviews. The qualitative findings were used to develop a 63-item Soft Skills Assessment Scale which was administered to a sample of 306 senior secondary school students selected from three educational regions in Botswana. Exploratory factor analysis was conducted to assess the latent factor structure of the scale. Through principal component analysis, four factors were extracted with underlying 38 items. However, a confirmatory factor analysis confirmed a four-factor model (Perseverance, Civic virtue, Teamwork, and Communication) based on a final 14-item scale with Cronbach’s alphas above .60 and Cronbach’s alpha of .82 for the entire scale. Convergent and discriminant validities of the scale were within an acceptable range. The key contribution of this study was the development of a psychometrically valid and reliable Soft Skills Assessment Scale (SSAS) in the context of Botswana.

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Section: Discussionmentioning

confidence: 99%

Developing and Validating a Soft Skills Assessment Scale for Psychoeducational Assessment

Phuti,

Koloi-Keaikitse,

Tsheko

et al. 2023

SAGE Open

View full text Add to dashboard Cite

show abstract

“…In our existing framework, we use similar tools to assess technical and soft skills, which may not be worthwhile. It has generally been observed that, where technical skills are easy to assess, soft skills are difficult to assess [22,23]. To this end, more innovative methods will be explored to assess and evaluate soft skills in a more systematic manner.…”

Section: Discussionmentioning

confidence: 99%

A Unified Framework for Systematic Evaluation of ABET Student Outcomes and Program Educational Objectives

Khan¹

2019

IJMECS

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Assessment and evaluation of Program Educational Objectives (PEOs) and Student Outcomes (SOs) is a challenging task. In this paper, we present a unified framework, which has been developed over a period of more than eight years, for the systematic assessment and evaluation of PEOs and SOs. The proposed framework is based on a balance sampling approach that thoroughly covers PEO/SO assessment and evaluation and also minimizes human effort. This framework is general but to prove its effectiveness, we present a case study where this framework is successfully adopted by our undergraduate computer science program in the department of computer science at King Abdulaziz University, Jeddah. The robustness of the proposed framework is ascertained by an independent evaluation by ABET who awarded us full six years accreditation without any comments or concerns. The most significant value of our proposed framework is that it provides a balanced sampling mechanism for assessment and evaluations of PEOs/SOs that can be adapted by any program seeking ABET accreditation.

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“…The test comprised of open-ended and closed-ended questions and some asked the respondent to put a tick under not appropriate, (NA), appropriate (A), or very appropriate (VA) to show their opinion. Furthermore, question three and four of the test in the attached Appendix A was adapted from a validation of modified soft skills assessment instrument (MOSSAI) (Aworanti et al, 2015). Items in question five (Appendix A) of the test were adapted from the reformed teaching observation protocol (RTOP) (Piburn et al, 2000).…”

Section: Instrumentmentioning

confidence: 99%

Mathematics teachers’ conceptual understanding of soft skills in secondary schools in Zambia

Busaka

Umugiraneza²,

Kitta

2022

EURASIA J Math Sci Tech Ed

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Teachers' conceptual knowledge contributes to the quality of teaching and learning of mathematics. The purpose of this study was to explore how mathematics teachers show understanding of soft skills and if they are aware of the methods that incorporate them in teaching and learning of mathematics. The sample consisted of 91 mathematics teachers, comprising 48 males and 43 females, who were purposively selected from secondary schools in Mazabuka district in Zambia. The parallel mixed design was used to collect data through a conceptual understanding test, developed using literature. Data were analyzed using JASP, SPSS software, and an excel spreadsheet. The findings revealed that the majority of mathematics teachers did not possess enough conceptual understanding of soft skills, and most of them were not aware of the methods and assessment strategies that incorporate soft skills. Additionally, mathematics teachers' demographical factors such as age, gender, level of education and teaching experience were not found to have influenced teachers in the way they classified teaching and assessment strategies as very appropriate, appropriate, or not appropriate except in a few instances were gender and age had shown to have an influence. The study provides an insight into the needs of mathematics teachers to have adequate knowledge and preparation in the integration of soft skills in mathematics.

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Validation of Modified Soft Skills Assessment Instrument (MOSSAI) for Use in Nigeria

Cited by 8 publications

References 4 publications

Developing and Validating a Soft Skills Assessment Scale for Psychoeducational Assessment

Developing and Validating a Soft Skills Assessment Scale for Psychoeducational Assessment

A Unified Framework for Systematic Evaluation of ABET Student Outcomes and Program Educational Objectives

Mathematics teachers’ conceptual understanding of soft skills in secondary schools in Zambia

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