@conference {3890,
	title = {Assessing transversal competencies for the future of graduate work: An adaptation of the Multiple Mini-Interviews method.},
	booktitle = {13th annual International Conference of Education, Research and Innovation},
	year = {2020},
	month = {november},
	publisher = {ICERI},
	organization = {ICERI},
	address = {Seville, Spain},
	abstract = {<p>The job market places increasing value on graduates{\textquoteright} transversal competencies such as working in multidisciplinary and multicultural teams. In accordance, the development of transversal competencies is nowadays a learning goal across Higher Education Institutions (HEIs). An assessment is needed to determine students{\textquoteright} competencies throughout their learning journey and at conclusion of their graduate studies (Bachelor and/ or Master degree). This paper aims to present an answer to this challenge and describe the adaptation of the Multiple Mini-Interviews (MMI) method (internationally used for the assessment of transversal competencies in Healthcare education selection procedures), to assess transversal competencies of graduate students from several education areas, focusing on different work contexts. The steps for the adaptation of the MMI method included the mapping of the relevant competencies for the future of work, followed by a group brainstorming for the scenarios{\textquoteright} construction, the selection of scenarios to be tested, the definition of the assessment criteria and scale, the assessors{\textquoteright} and simulated human characters{\textquoteright} training and calibration, and the preparation of the pilot study. This adaptation process resulted in a MMI circuit with 10 stations, each one aimed at assessing three or four of the following transversal competencies: problem solving, generation of novelty, open mindset, learning to learn, positive professional attitude, teamwork, communication, leadership and market orientation. A 10-point Likert scale and criteria for performance assessment were developed and included in a manual for the MMI application to guide interviewers and simulated human characters, who participated in a training process to foster the understanding of the MMI method and the improvement of the MMI method materials. This was the first step towards the construction of a method aimed at supporting HEIs in the assessment of their students{\textquoteright} transversal competencies profile, their readiness for the transition for the labour market and, potentially, in the identification of gaps for improvement.</p>
}
}
@article {3717,
	title = {Assessing reading comprehension with narrative and expository texts: Dimensionality and relationship with fluency, vocabulary and memory. },
	journal = {Scandinavian Journal of Psychology},
	volume = { 58},
	year = {2017},
	pages = {1-8},
	doi = {doi: 10.1111/sjop.12335},
	author = {Sandra Santos and Irene Cadime and F L Viana and S{\'e}li Chaves-Sousa and Elena Gayo and Jos{\'e} Maia and Iolanda Ribeiro}
}
@article {3719,
	title = {An application of the Rasch model to reading comprehension measurement},
	journal = { Psicologia: Reflex{\~a}o e Cr{\'\i}tica},
	volume = {29},
	year = {2016},
	pages = {1-19},
	doi = {10.1186/s41155-016-0044-6},
	author = {Sandra Santos and Irene Cadime and F L Viana and G Prieto and S{\'e}li Chaves-Sousa and AG Spinillo and Iolanda Ribeiro}
}
@conference {3792,
	title = {Avalia{\c c}{\~a}o e interven{\c c}{\~a}o online nas dificuldades na aprendizagem da leitura: A plataforma AINDA ESTOU A APRENDER. },
	booktitle = {3{\textordmasculine} Congresso da Ordem dos Psic{\'o}logos},
	year = {2016},
	address = {Porto: Centro de Congressos de Alf{\^a}ndega do Porto},
	author = {Sandra Santos and Iolanda Ribeiro and F L Viana and Adriana Baptista and Celda Choupina and Sara Brand{\~a}o and Irene Cadime and Carla Silva and Albertina Ferreira and Lurdes Costa and Helena Azevedo and Carvalho, Marisa and Freitas, T{\^a}nia and S{\'e}li Chaves-Sousa and Joana Cruz and Ilda Fernandes and Maria do C{\'e}u Cosme and Bruna Rodrigues}
}
