Peer and self-evaluation of teamwork skills

Strom, Paris S.; Strom, Robert D.; Moore, Elsie G. J.

doi:10.1006/jado.1999.0247

Cited by 23 publications

(18 citation statements)

References 2 publications

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“…These procedures varied in complexity ranging from a holistic view (Lejk & Wyvill 2001) to a complex procedure-which normalized raw peer ratings, calculated individual weighting factors, partially corrected for inter-rater agreement and constrained above-average contributions (Spatar et al 2015). In four studies, (Strom, et al 1999;Knight, 2004;Kuisma 2007;Dingel & Wei 2014) such algorithms were not used or reported because they were not relevant to these studies. In all but one study the tutor gave a grade, and in almost all cases, only the end product was used for this grading (Table 2).…”

Section: Methodsmentioning

confidence: 99%

“…In all but one study the tutor gave a grade, and in almost all cases, only the end product was used for this grading (Table 2). In one study, no tutor assessment was given since the learning objective was to assess teamwork skills in the student group (Strom et al 1999). …”

Section: Methodsmentioning

confidence: 99%

“…The group sizes in the studies included in the review were small (maximum 7 students). According to Strom et al (1999), four to six students per group is ideal. With increasing group size, a group mark becomes less informative of individual performance, so identifying individual performance becomes increasingly important.…”

Section: Methodsmentioning

confidence: 99%

“…The study by Lejk and Wyvill describes a set of six criteria plus keyword indicators (Lejk & Wyvill 2001) that is also used by Sharp (2006), such as motivation, adaptability, creativity, communication skills, general team skills, and technical skills. Strom et al describe a set of 25 criteria on collaboration skills (Strom et al 1999). In the remaining 10 studies, students were asked to judge the contributions in a more holistic manner.…”

Section: Criteriamentioning

confidence: 99%

“…In only one study, specific teamwork skills were described and used for individual assessment (Strom et al 1999). In the wiki study by Caple and Bogle (2013), specific aspects of the process were assessed using the Wikispace platform: a History tab revealed the evolution of the page over the duration of the project (and the student responsible for each edit); and the Wiki Statistics function collated every contribution/edit made by an individual member (Caple & Bogle 2013).…”

Section: Criteriamentioning

confidence: 99%

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Assessing the “I” in group work assessment: State of the art and recommendations for practice

et al. 2016

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Introduction: The use of group work assessment in medical education is becoming increasingly important to assess the competency of collaborator. However, debate continues on whether this does justice to individual development and assessment. This paper focuses on assessing the individual component within group work. Method: An integrative literature review was conducted and complemented with a survey among representatives of all medical schools in the Netherlands to investigate current practices. Results: The 14 studies included in our review show that an individual component is mainly assessed by peer assessment of individual contributions. Process and product of group work were seldom used separately as criteria. The individual grade is most often based on a group grade and an algorithm to incorporate peer grades. The survey provides an overview of best practices and recommendations for implementing group work assessment. Discussion: The main pitfall when using peer assessment for group work assessment lies in differentiating between the group work process and the resulting product of the group work. Hence, clear criteria are needed to avoid measuring only effort. Decisions about how to weigh assessment of the product and peer assessment of individual contribution should be carefully made and based on predetermined learning goals.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Criteriamentioning

confidence: 99%

Section: Criteriamentioning

confidence: 99%

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Assessing the “I” in group work assessment: State of the art and recommendations for practice

et al. 2016

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Service Learning and Integrated, Collaborative Project Management

Dixon

2011

Project Management Journal

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This paper describes the introduction of service-learning into an undergraduate course on project management. At ECU, engineering courses are taught in an integrated and collaborative education environment. The core curriculum requires junior level students to complete a course in project management as part of the program's commitment to industry to supply immediately productive, contributing new employees. The project management course is traditionally structured around system needs and analysis identification, functional requirements analysis, project timelines, network analysis, and project progress metrics. Introduction of servicelearning projects was embraced as a pragmatic approach to encourage students to commit to service to the community and to provide a "fast-track" application of the project management course concepts. Service-learning emphasizes problem solving, experiential education and civic responsibility while simultaneously providing opportunities to develop human relations. The paper describes approaches taken to, and early successes of, introducing service-learning projects into this project management course to students without project management and service learning experience, and into an engineering program in its development stage.

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