Assessing Student Team Effectiveness

该项目正在开发一种工具和一种程序，专门用于让学生使用基于网络的同行评价程序评估其个人和团队的效力。 该过程被设计为校正评级偏差（例如，晕轮、宽大、严厉）。有了这个工具，工程学院可以确定：（1）如何成功的团队合作的经验实际上是参与学生，（2）团队训练方法对团队合作的经验的影响，（3）什么样的团队形成策略最好地促进课程学习目标，以及（4）干预策略的类型，将提高整体团队的功能。有效团队的指标是根据其他团队成员对每个团队成员的同行评价制定的。小插曲被用来调查学生的团队成员的评级的准确性，并纠正评分员的偏见，相比专家的判断，在实际的同行评级。学生对功能的看法正在通过自我报告工具实现，该工具要求学生表明他们的团队在一系列领域（包括相互依存、学习、效力和目标设定）共同工作的程度。 在评估他们的项目时，调查人员将使用过该仪器的学生的态度与之前没有使用过该仪器的学生的态度进行了比较。 他们还将有效性预测与教师对团队有效性的观察以及学生的课程成绩进行交叉验证。 此外，评估审查小组每半年举行一次会议，以监测进展情况并查明问题。 该方法正在其他三个机构进行测试。 研究人员计划在工程教育和普通高等教育研究场所展示和发表他们的工作。

The project is developing both an instrument and a procedure that are specifically designed to allow students to assess their individual and team effectiveness using a web-based peer evaluation process. The process is being designed to correct for rater-bias (e.g., halo, leniency, severity) automatically. With this instrument, engineering faculty can determine: (1) how successful a teaming experience actually is for participating students, (2) the impact of team training methods on the teaming experience, (3) what team formation strategies best promote course learning objectives, and (4) the types of intervention strategies that will improve overall team functionality. Indicators of effective teams are being based on peer evaluations for each team member, as provided by other team members. Vignettes are being used to investigate the accuracy of students' ratings of team members, and to correct for rater bias, as compared to expert judgments, in actual peer ratings. Students' perceptions of functionality are being operationalized in terms of a self-report instrument requiring students to indicate the degree their team is working together across a range of domains, including interdependency, learning, potency, and goal-setting. In evaluating their project, the investigators are comparing the attitudes of students who have used the instrument to those of earlier students who did not. They also are cross-validating effectiveness prediction with an instructor's observations of team effectiveness and with the students' course grades. In addition an Assessment Review Panel meets semi-annually to monitor progress and identify problems. The approach is being tested at three other institutions. The investigators plan to present and publish their work in both engineering education and general higher education research venues.