University training for early years and primary school teachers has traditionally focused on highly academic and technical learnings. The extensive experience of our team as teacher trainers has shown us that, in order to complement those learnings, we need to boost our students' personal and prosocial competencies and skills. We consider the acquisition of these competencies and skills to be central to the training to become a teacher, however they are often difficulties to evaluate in a university setting. In order to make these behaviours more visible and to help students, qualified teachers and university tutors to keep them in mind, our research team has created an assessment rubric of personal and prosocial competencies and skills that aim to facilitate awareness and reflection around these specific set of abilities

Blanch Gelabert, Sílvia

Edo, Mequè

Estrada Aguilar, Joan

Gimeno Soria, Xavier

Morón, Mar

París, Gemma

Peire Fernández, Tomàs

París Romia, Gemma

Diposit Digital de Documents de la UAB

														  				 ASSESSMENT RUBRIC OF PERSONAL AND PROSOCIAL COMPETENCIES AND SKILLS   														Universitat Autònoma de Barcelona Facultat de Ciències de l’Educació  Abril de 2018  				Evaluation of	personal	and	prosocial	competencies	and	skills 	2																													 Authors: Mequè Edo; Sílvia Blanch; Joan Estrada; Xavier Gimeno; Mar Morón; Gemma París & Tomás Peire.  This document is based on the results of a research carried out by the Research Team Sumant Compromís Educatiu coordinated by Gemma Paris. http://grupsderecerca.uab.cat/compromiseducatiu/  Reviewed by Annie Bayley & Mariona Garcia  How to cite this article Edo, M., Blanch, S., Estrada, J., Gimeno, X., Moron, M., París, G. & Peire, T. (2018). Assessment rubric of personal and prosocial competencies and skills. From: https://ddd.uab.cat/record/188806	 	Evaluation of	personal	and	prosocial	competencies	and	skills 	3	 Index  Introduction...............................................................................................4  Implementation of the rubric.....................................................................5  Assessment rubric of personal and prosocial competencies and skills....6  	 		Evaluation of	personal	and	prosocial	competencies	and	skills 	4			Introduction		University	training	for	early	years	and	primary	school	teachers	has	traditionally	focused	on	highly	academic	and	technical	learnings.	The	extensive	experience	of	 our	 team	 as	 teacher	 trainers	 has	 shown	 us	 that,	 in	 order	 to	 complement	those	 learnings,	 we	 need	 to	 boost	 our	 students’	 personal	 and	 prosocial	competencies	 and	 skills.	We	 consider	 the	 acquisition	 of	 these	 competencies	and	skills	to	be	central	to	the	training	to	become	a	teacher,	however	they	are	often	difficulties	to	evaluate	in	a	university	setting.	In	order	to	make	these	behaviours	more	visible	and	to	help	students,	qualified	teachers	 and	university	 tutors	 to	 keep	 them	 in	mind,	 our	 research	 team	has	created	 an	 assessment	 rubric	 of	 personal	 and	 prosocial	 competencies	 and	skills	 that	aim	to	facilitate	awareness	and	reflection	around	these	specific	set	of	abilities.	The	 purpose	 of	 the	 rubric	 is	 to	 enable	 self-reflection	 and	 self-evaluation	 by	students	 in	 their	 learning	 process	 (before,	 during	 and	 after	 their	 school	placement),	 as	well	 as	 to	 be	 used	 as	 an	 assessment	 tool	 by	 supervisors	 and	university	tutors.	During	our	research	project,	the	rubric	has	been	used	and	evaluated	by	early	years	and	primary	school	student	teachers,	as	well	as	by	qualified	teachers	of	children	aged	0-3,	3-6	and	6-12	years.	The	personal	and	prosocial	competencies	and	skills	 included	 in	the	rubric	are	considered	 relevant	 for	 the	 training	of	 infant	 and	primary	 teachers,	 but	 they	are	 common	 to	 other	 professions	 in	 the	 field	 of	 education,	 health	 and	wellbeing.	 For	 this	 reason,	 the	 rubric	 could	 also	 be	 useful	 in	 the	 training	 of		Evaluation of	personal	and	prosocial	competencies	and	skills 	5	nurses,	therapists	and	carers	–	in	fact,	in	training	of	all	professions	that	involve	caring	for	people.	Although	the	table	uses	fixed	definitions,	it	offers	the	possibility	to	be	adapted.	For	example,	it	would	be	possible	to	change	the	list	of	competencies	and	skills	to	include	those	that	are	considered	appropriate	in	each	situation,	depending	on	the	objectives	and	context	of	the	placement	or	the	type	of	training	in	which	it	is	to	be	implemented.		Moreover,	the	table	could	be	adapted	to	be	used	not	only	in	training	contexts,	but	also	 in	a	variety	of	professional	 situations,	 including	 the	self-examination	of	the	professional	work	of	teachers.		Implementation	of	the	rubric	The	rubric	presents	a	table	of	criteria	to	evaluate	the	achievement	of	personal	and	 prosocial	 competencies	 and	 skills	 by	 students	 in	 teacher	 training	 before	and	after	placement	in	a	nursery	school	or	primary	school.	Our	recommendation	is	to	implement	the	rubric	before	the	student	starts	the	school	placement	and	again	at	the	end	of	it,	to	compare	the	data	obtained	and	visualize	 the	 progress.	 The	 data	 is	 informed	 by	 the	 self-perception	 of	 the	student	before	and	after	work	experience.	It	is	also	advisable	to	ask	placement	and	university	tutors	who	work	with	the	students	to	fill	in	the	rubric	at	the	end	of	the	placement	and	to	discuss	the	similarities	and	differences.	The	 rubric	 presents	 a	 final	 section	 that	 is	 open	 to	 include	 observations	 or	comments	 that	 the	 students	 can	 fill	 in	 at	 the	 end	 of	 their	 internship.	 This	section	 has	 two	 purposes:	 to	 enable	 the	 students	 to	 express	 subjective	 and	specific	opinions	about	their	competencies	and	skills	and	also,	to	obtain	critical	comments	that	will	help	the	team	to	improve	the	table.				Evaluation of	personal	and	prosocial	competencies	and	skills 	6	Nº	PERSONAL	AND	PROSOCIAL	COMPETENCIES	AND	SKILLS	 LEVEL OF ASSIMILATION OF COMPETENCE  1	 2	 3	 4	1	 Reasoning	and	explanation:	Ability	to	justify	ideas	and	to	communicate	them	clearly	in	a	way	that	is	appropriate	for	the	listener		I	find	it	hard	to	produce	arguments	when	I	try	to	explain	my	thoughts		I	do	not	always	adapt	my	explanations	to	the	listener	in	a	logical	way	I	usually	explain	and	justify	my	ideas	quite	clearly	I	am	always	very	good	at	justifying	my	ideas	and	communicating	them	clearly	2	 Creativity	and	imagination:	Ability	to	formulate	innovative	ideas	and	new	educational	activities		I	rarely	come	up	with	Ideas	that	could	lead	to	innovation	in	education		I	have	innovative	ideas,	but	I	find	it	difficult	to	translate	them	into	practical	activities	I	formulate	innovative	educational	ideas	which	I	sometimes	translate	into	practical	activities		I	am	highly	able	to	formulate	innovative	ideas	and	educational	activities	and	to	put	them	into	practice	3	 Critical	thinking:	Ability	to	observe,	interrogate	and	rationally	evaluate	things	that	arise	during	teaching	practice	I	ask	myself	few	critical	questions	about	teaching	practice.	I	prefer	not	to	think	about	it	I	often	observe	and	reflect	on	teaching	situations,	but	it	is	hard	for	me	to	rationalise	and	evaluate	them	well	enough	I	have	the	ability	to	observe,	interrogate	and	evaluate	some	of	the	things	that	arise	during	teaching	practice	I	have	a	high	ability	to	observe,	interrogate,	and	evaluate	rationally	the	great	majority	of	things	that	arise	during	teaching	practice		4	 Active	listening:	Ability	to	pay	attention	to,	and	show	interest	in,	what	people	say,	including	non-verbal	communication	I	find	it	difficult	to	pay	close	attention	when	other	people	are	explaining	things		I	try	to	listen	when	other	people	are	explaining	things	but		I	often	get	distracted		I	have	the	ability	and	interest	to	understand	and	pay	attention	to	what	people	say		I	have	a	high	ability	to	pay	attention	and	I	always	show	interest	in	what	people	say	5	 Concentration:	Ability	to	sustain	attention	for	the	time	necessary	to	complete	a	task	I	quite	often	get	tired	when	tasks	are	too	long	and	find	it	difficult	to	keep	going				I	maintain	attention	in	tasks	of	short	duration	but	I	easily	lose	concentration	when	tasks	take	longer		I	carry	out	most	tasks	sustaining	attention	for	the	time	necessary	to	complete	them	I	always	carry	out	all	tasks	sustaining	attention	for	the	time	necessary	to	complete	them		Evaluation of	personal	and	prosocial	competencies	and	skills 	7	6	 Interdisciplinarity:	Ability	to	carry	out	a	teaching-learning	process	combining	subjects	from	different	disciplines	and	adopting	a	broad	perspective			It	is	difficult	for	me	to	combine	subjects	from	different	disciplines	and	to	look	for	interdisciplinary	educational	proposals	Although	I	can	see	multidisciplinary	relationships,	I	don’t	know	how	to	use	them	in	educational	proposals	Sometimes	I	can	carry	out	educational	processes	making	relationships	between	subjects	from	different	disciplines		I	can	often	carry	out	educational	processes	making	relationships	between	subjects	from	different	disciplines	adopting	a	broad	perspective		7	 Resilience:		Ability	to	adapt	and	to	overcome	adversity	and	difficulties	I	rarely	overcome	the	adversities	that	I	face	I	overcome	normal	challenges	and	adversities	but	it’s	hard	for	me	to	overcome	exceptional	difficulties	I	usually	overcome	both	normal	challenges	and	adversities	and	exceptional	difficulties		I	am	able	to	adapt	and	I	always	overcome	both	normal	challenges	and	adversities	and	exceptional	difficulties		8	 Autonomy:		Ability	to	make	decisions	and	face	up	to	situations	without	relying	on	others	I	am	rarely	able	to	face	up	to	complex	situations	and	make	decisions.	I	often	depend	on	others	Sometimes	I	face	up	to	complex	situations,	trying	not	to	rely	on	others	I	am	often	able	to	make	decisions	and	face	up	to	complex	situations	without	relying	on	others	I	am	always	able	to	make	decisions	and	face	up	to	complex	situations	without	depending	on	others		9	 Emotional	control:	Ability	to	recognise	and	regulate	one’s	own	emotions	and	to	adjust	them	properly	to	the	needs	of	the	situation		I	am	rarely	able	to	recognise	my	own	emotions	I	am	usually	able	to	recognise	my	own	emotions	and	regulate	them	in	some	situations		I	am	often	able	to	recognise	and	regulate	my	own	emotions	in	most	circumstances	I	am	nearly	always	able	to	recognise	and	regulate	my	own	emotions	to	adjust	them	properly	to	the	needs	of	the	situation		10	 	Affectivity:		Ability	to	express	feelings	and	affection	to	others	both	openly	and	intimately		I	struggle	to	express	my	feelings	and	to	show	affection	I	am	able	to	express	feelings	and	affection	both	openly	and	intimately	in	certain	situations	only	I	am	nearly	always	able	to	express	feelings	and	affection	to	others	both	openly	and	intimately		I	am	always	able	to	express	feelings	and	affection	to	others	both	openly	and	intimately		Evaluation of	personal	and	prosocial	competencies	and	skills 	8	11	 Determination:		Ability	to	persevere	in	overcoming	difficulties	in	order	to	achieve	objectives	It	is	usually	hard	for	me	to	overcome	difficulties	and	hard	tasks	I	am	sometimes	able	to	make	efforts	and	persevere	in	overcoming	difficulties	I	am	able	to	make	efforts	and	persevere	in	overcoming	almost	all	difficulties	and	I	try	to	identify	objectives				I	am	always	able	to	persevere	in	overcoming	all	difficulties	to	achieve	objectives	which	I	have	identified	12	 Enthusiasm,	passion:		Ability	to	feel	and	to	demonstrate	intense	interest,	motivation	and	admiration				I	often	struggle	to	show	strong	interest	in	things	I	can	usually	feel	and	act	with	intense	interest	in	the	things	I	do		I	am	often	able	to	feel	and	act	with	intense	interest,	motivation	and	admiration		I	am	always	able	to	feel	and	act	with	intense	interest,	motivation	and	admiration		13	 Assertiveness:	Ability	to	express	feelings,	emotions	and	thoughts	with	freedom	and	confidence	without	denying	the	rights	of	others		It	is	difficult	for	me	to	express	feelings,	emotions	and	my	own	thoughts	Sometimes	I	am	able	to	express	with	confidence	some	of	my	feelings,	emotions	and	thoughts		I	am	usually	able	to	express	feelings,	emotions	and	thoughts	with	freedom	and	confidence	without	denying	the	rights	of	others			I	am	always	able	to	express	feelings,	emotions	and	thoughts	with	freedom	and	confidence	without	denying	the	rights	of	others		14	 Adaptability:	Ability	to	adapt	to	any	context,	relationship	or	situation	in	a	positive	way	It	is	hard	for	me,	and	I	am	rarely	able	to	adapt	to	different	situations	or	contexts		I	find	it	easy	to	adapt	to	familiar	situations	but	quite	difficult	when	they	are	completely	new		Sometimes	I	find	it	easy	to	adapt	to	new	situations,	but	not	always		I	find	it	easy	to	adapt	in	a	positive	way	to	new	contexts	without	problem			15	 Persuasion:		Ability	to	capture	attention	and	to	convince	others	about	an	idea	or	project		It	is	difficult	for	me	to	capture	the	attention	of	others.	I	am	often	unable	to	convince	others	about	an	idea	or	project				I	sometimes	capture	the	attention	of	others	and	I	am	often	able	to	convince	others	about	an	idea	or	project	I	usually	capture	the	attention	of	others	and	I	am	able	to	convince	others	about	an	idea	or	project	I	always	capture	the	attention	of	others.	It	is	easy	for	me	to	convince	others	about	an	idea	or	project		Evaluation of	personal	and	prosocial	competencies	and	skills 	9	16	 Empathy:		Ability	to	perceive	and	understand	the	behaviour,	emotions	and	feelings	of	another	person	or	group	of	people		It	is	difficult	for	me	to	understand	the	behaviour	and	emotions	of	others	If	I	make	an	effort,	I	can	understand	the	behaviour	and	emotions	of	others	I	can	understand	the	behaviour	and	emotions	of	others	without	too	much	effort	I	am	almost	always	able	to	understand	the	behaviour	and	emotions	of	others.	I	am	very	interested	in	them	17	 Leadership:	Ability	to	manage	and	lead	other	people	or	groups,	to	put	the	needs	of	others	before	one’s	own,	and	to	create	a	shared	objective			It	is	hard	for	me,	and	I	am	not	really	interested	in	managing	and	leading	other	people	I	am	able	to	manage	and	lead	other	people	but	it	is	difficult	for	me.	I	avoid	it	if	I	can	I	often	like	and	am	able	to	manage	and	lead	other	people	without	especial	difficulty	I	have	a	high	ability	to	manage	and	lead	other	people	successfully	18	 Cooperation:	Ability	to	work	in	a	team	with	others	to	achieve	shared	objectives		It	is	difficult	for	me	to	work	with	others	to	achieve	shared	objectives	I	can	work	with	others	to	achieve	shared	objectives	but	it	does	not	excite	me	I	often	work	with	others	to	achieve	shared	objectives	without	difficulty	I	always	like	and	find	it	easy	to	work	with	others	to	achieve	shared	objectives		19	 Social	responsibility:	(involvement	and	commitment):	Ability	to	participate	actively	and	continuously	in	activities	for	the	benefit	of	the	community	I	usually	avoid	participating	actively	in	activities	for	the	benefit	of	the	community	I	value	active	participation	in	activities	for	the	benefit	of	the	community	but	I	do	not	do	it	regularly	I	sometimes	participate	actively	in	activities	for	the	benefit	of	the	community		I	participate	actively	and	continuously	in	activities	for	the	benefit	of	the	community,	and	I	suggest	improvements		20	 Mediation:		Ability	to	intervene	in	the	resolution	of	conflicts	so	that	the	parties	can	resolve	them	satisfactorily		I	am	not	used	to	intervening	in	the	resolution	of	conflicts.	I	do	not	know	how	to	do	it	It	is	hard	for	me,	but	I	sometimes	intervene	in	the	resolution	of	conflicts.	I	avoid	it	if	I	can	I	sometimes	intervene	in	the	resolution	of	conflicts.	I	am	interested	in	helping	to	look	for	solutions	I	often	intervene	in	the	resolution	of	conflicts.	I	am	able	to	reduce	the	gap	between	different	positions	and	look	for	solutions	21	 Receptiveness:	Ability	to	receive	opinions	and	feedback	(suggestions,	ideas,	praise	and	criticism)	I	tend	not	to	listen	to,	nor	to	accept,	the	opinions	and	feedback	of	others	I	listen	to	the	opinions	and	feedback	of	others	but	I	rarely	take	them	into	account	I	listen	to	and	consider	the	opinions	and	feedback	of	others	and	I	try	to	take	them	into	account	I	always	listen	to	and	consider	the	opinions	and	feedback	of	others	and	take	them	into	account		Evaluation of	personal	and	prosocial	competencies	and	skills 	10	In	which	competencies	and	skills	have	you	improved	the	most?										What	evidence	do	you	have	of	these	competencies	and	skills?	Give	some	examples									In	your	opinion,	which	are	the	five	most	important	competencies	for	a	teacher?									Observations	/	Comments									 

Assessment rubric of personal and prosocial competencies and skills

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Assessment rubric of personal and prosocial competencies and skills

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