Assessing Teaming Skills Acquisition on Undergraduate Project Teams
Assessing Teaming Skills Acquisition on Undergraduate Project Teams
复制标题
评估本科项目团队的团队技能获取
DOI：
--
复制
发表时间：
1998
期刊：
影响因子：
--
通讯作者：
P. Swamidass
中科院分区：
文献类型：
--
作者：
P. Lewis;Dayne Aldridge;P. Swamidass
学生们从团队合作中学到的大部分是程序性或实践性的知识，这些知识是通过团队合作的直接经验获得的，团队合作促进了良好的团队合作进程和自我反思。团队能力的评估应该遵循一个简单的三步模型，其中1)陈述目标，2)确定和评估促进这些目标的“基本成分”，3)衡量团队经验对学生的影响。通过检查团队要素和他们对学生的影响之间的联系，建立了一个反馈循环，这应该有助于教师更多地了解教学团队技能的“艺术”，从而帮助教师不断改进他们的教学工作。阐述了各种评估方法和策略。讨论了促进多学科团队合作能力的问题，并提倡学生团队合作经验的递进顺序。
Much of what students learn about teaming is procedural or practical knowledge, acquired through direct experience on teams that promote good team processes and self reflection. Assessment of teaming competence should follow a simple, three‐step model where 1) goals are stated, 2) the “essential ingredients” thought to promote those goals are identified and assessed, and 3) the impact of the teaming experience on students is measured. By examining the links between teaming ingredients and their impact on students, a feedback loop is established that should help faculty learn more about the “art” of teaching teaming skills and thereby help faculty engage in continuous improvement of their instructional efforts. Various assessment methods and strategies are illustrated. The issue of promoting multidisciplinary teaming competence is discussed, and the desirability of a progressive sequence of student teaming experiences advocated.