Module 1 - Before the mobility
Module 2 - During the mobility
- Unit 1: What is the SkillsAct4Vet Tasks Map?
- Unit 2: Main characteristic of a short-term internship abroad for students aged 14-18
- Unit 3: How was the SkillsAct Tasks Map designed?
- Unit 4: How does it work?
- Unit 5: The Tasks Map’s Grid
- Unit 6: The Tasks Map’s Grid: Practical tools for teachers to improve soft skills activation in students during internship abroad
Module 3 - After the mobility
Unit 2: How to use the self assessment test
How to use it
The students may complete the online test here:
The test takes between 20 and 40 minutes to complete.
After its completion, the students receive two different results:
- The SkillsAct Report (description of the 5 soft skills)
- The SkillsAct Passport (with their level of each soft skill)
How to organise the self-assessment test upon return
The teachers leading the return session will be in charge of organizing, supporting, and following this process. An e-mail should be sent to the student a few times before their return date to follow the process.
Instructions for the analysis of the test results
Here you will find instructions about how to read the online test results shown by the SkillsAct Report and the SkillsAct Passport.
Τhe SkillsAct Report
After completing the SkillsAct test, each student receives a detailed report of his/her results. The report is composed of 2 pages: the first one with quantitative results, and the second one with the descriptive profile. As shown in the figure above, the report’s first page contains a graphic displaying the level reached for each soft skill and its description.
The students can reach four different levels of proficiency: from low to excellent.
Soft skills in which the student reached an excellent, high, or medium level are the skills appropriately used by him/her in critical situations. They are the skills that the student improved during the experience abroad.
Soft skills in which the student’s level is low are the skills he/she did not sufficiently develop during the experience.
They are skills that students can improve after their internship abroad.
The SkillsAct Passport
To recognise students’ strengths, we have also created the SkillsAct Passport, which describes the level reached for each soft skill (Excellence, High, Medium, Low). This makes it easier to identify the soft skills that are most developed.
Below is an example of the Skills Act Passport:
|Context reading||Excellence level|
|Cultural awareness||Medium level|
|Self Confidence||Low level|
Excellent and High Levels = Strong areas
Low levels = Improvement areas
The Report and the Passport were designed to provide students with useful feedback about their strengths and areas for improvement. Thanks to them, the students can better understand their strongest soft skills, characterising their way of working and related to their talents. They also receive information about the soft skills that need to be further improved.
The analysis of a SkillsAct Report
Below, you will find an interpretative guide to the SkillsAct report. This guide presents VET trainers with some crucial criteria to consider. These criteria help to interpret the report.
SkillsAct soft skills can be grouped into three specific areas:
|α) SOCIAL SKILLS|
|β) PROFESSIONAL SKILLS|
|γ) SELF CONFIDENCE|
Each student can receive the highest levels of soft skills in the same or different areas
Below, you will find three cases of possible combinations:
CASE 1 – If the combination is between soft skills of the same area:
Refer to the previous guidelines about each area (see Criterion I)
CASE 2 – If the combination is between soft skills of two different areas:
Combination of two or three soft skills with high levels in areas (α) and (β) characterizes students who want to create good relationships with colleagues and clients. At the same time, these students have a good level of autonomy and capacity to plan and coordinate activities with other people.
Combination of two or three soft skills with high levels in areas (β) and (γ) characterizes students who want to reach goals with strong proficiency. They also have a good level of autonomy and capacity to plan and coordinate activities for themselves.
|Combination of two or three soft skills with high levels in areas (β) and (γ)|
characterizes students with a strong ability to adapt their behavior to the requests of others (clients, colleagues, etc.). They also have a good level of autonomy and capacity to plan and coordinate activities with other people.
Each soft skill has a specific meaning, which better defines a persons’s profile.
After phase two, you must consider the specific level and description of each soft skill in which the students have received high levels.
An example can help you understand how to carry this process out:
This profile is therefore characterised by high levels of three soft skills, which are present in 2 different areas (Case 2 (α) + (γ)). After reading the description of Case 2, the information should be added, considering the specific soft skills in which the student has received high levels.
The description below shows the reports of the soft-skills with high-levels:
|Context Reading||Excellence||You show a strong ability to adapt in diverse contexts and with people way much different from you. You are interested to know the environmental rules and expectations. You are extremely good at adjusting your communication style with one of the people you are interacting with. Even in new contexts, you can adapt.|
|Self Confidence||High||You show reasonable confidence in your abilities. You are not afraid of other people’s judgment. You generally express your ideas with self-confidence. Facing a success, you can recognise your credit, just as you can understand the reasons for your failures.|
These descriptions will clarify each profile and help you to support students during the professional guidance.