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Assessment of the CATME Peer Evaluation Tool Effectiveness

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2011 ASEE Annual Conference & Exposition


Vancouver, BC

Publication Date

June 26, 2011

Start Date

June 26, 2011

End Date

June 29, 2011



Conference Session

Faculty Tools

Tagged Division

Computers in Education

Page Count


Page Numbers

22.261.1 - 22.261.15



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Paper Authors

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Christopher P. Pung Grand Valley State University


John Farris Grand Valley State University

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John Farris is currently an associate Professor in the Padnos College of Engineering and Computing at Grand Valley State University (GVSU). He earned his Bachelors and Masters degrees at Lehigh University and his Doctorate at the University of Rhode Island. He has 12 years of college engineering teaching experience as well as three years of industrial design experience. His teaching interests lie in the product design, first year design, design for manufacture and assembly and manufacturing processes. Dr. Farris is also involved in the development and delivery of a new graduate biomedical engineering masters degree with a focus on the medical device development

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Assessment of the CATME Peer Evaluation Tool EffectivenessIn project intensive courses student teams are used to enable completion of significant work and,hopefully, significant learning in one semester. Faculty desire to use peer evaluations and self-evaluations to assess how much each team member contributes to the overall effort and success ofthe team. Ideally, the evaluations and assessments will lead students to modify their behavior toimprove their effectiveness on teams. This paper describes an attempt to measure progress towardsthe goal of leveraging peer and self-evaluations to change student behavior.The Comprehensive Assessment of Team Member Effectiveness (CATME) was developed usingextensive university research. A web-based survey at makes it possible to collectdata on team-member effectiveness in five areas that research has shown to be important. 1. Contributing to the team’s work 2. Interacting with teammates 3. Keeping the team on track 4. Expecting quality 5. Having relevant knowledge skills and abilitiesThis tool was implemented in a junior level product design class. The class is focused on a team,semester long, externally sponsored, design and build project. Students were asked to complete peerand self-evaluations three times during the semester. Students reactions to the feedback theyreceived from the CATME system were gauged using survey and self-reflection tools.More importantly, the faculty hope to use the tool to catalyze change in student behavior over time.The authors used this tool toThe comprehensive assessment of team member effectiveness(CATME) software was used to assess junior engineering student’s team effectiveness. Anadditional survey was used to quantify what if any effects the feedback from the CATMEsoftware had on the student’s behavior.

Pung, C. P., & Farris, J. (2011, June), Assessment of the CATME Peer Evaluation Tool Effectiveness Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--17542

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