Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
This paper examines the appropriateness of using the CATME peer evaluation tools for teaching teamwork learning in K12 classrooms. The ability to work in teams is widely viewed as a key for success - getting a job and having a successful career. Employers and scholars have recognized that students are not developing adequate team skills and that team-oriented skills are a key deficiency for many college graduates. Thus, 59% of instructors at four-year college institutions use small groups or teams in many of their courses, as well as many K12 instructors, particularly teachers in Project Lead The Way (PLTW) or high school engineering courses. Our research question is: Is the quality of peer evaluations performed by K12 students in engineering and similar team based K12 courses similar to the quality of peer evaluations performed by First Year Engineering (FYE) students? Teamwork skills in our study are defined and measured as the dimensions of teamwork measured by the CATME Peer Evaluation behavioral measurement system, which has been used by over 15,000 instructors across multiple disciplines and by over 1,000,000 college students, , in over 2,000 institutions worldwide. These teamwork dimensions can be broken up into 5 categories: Having relevant knowledge, skills or attributes (KSAs) refers to the base knowledge of individual team members. It means having the required KSAs to solve the problems at hand, or being willing to learn or adapt the KSAs an individual lacks. Contributing to the team’s work is being able to add value to your team’s work/project. It includes completing your portion of the work in a timely fashion. Interacting with teammates refers to the way individuals communicate within their teams. Encouraging every team member to give their opinion and allowing their voice to be heard and respecting their ideas is the essence of good interacting. Keeping the team on track is similar to being a timekeeper. When an individual is aware of the timeline for the project and makes sure their team meets the required steps in time, they are helping the team stay on track. Expecting quality is taking expectations to the next level and working collaboratively to produce the best possible team outcomes.
The data for the analysis will be taken from students engaged in courses using team based learning assignments from three to five U.S. K12 college prep schools. The K12 data will be compared to freshman student’s data collected during a 2 semester introduction to engineering course required in a large Midwest university’s college of engineering program. Our analysis will: Examine the dispersion of ratings across team members across multiple peer evaluations, also known as Dispersion Analysis. Analyze self and peer ratings across multiple peer evaluations to identify the convergence of self and peer ratings (if any) using a Repeated Measure ANOVA. In summary, we will compare the similarity of the statistical distributions or changes in the statistical distributions of multiple team based self and peer evaluations done by K12 students in 3 to 5 different high school programs and across high school grade levels versus identical peer evaluations done by First Year engineering students in a major Midwest University, both using the CATME peer evaluation tool. The purpose of this analysis is to determine whether the CATME peer evaluation instrument can be reliably used in K12 courses as it is in college courses to evaluate teamwork behavior by K12 students.
Ferguson, D. M., & Ohland, M. W., & Cao, Y. (2018, June), Board 100 : Comparing Peer Evaluations of Teamwork Behavior by K-12 Students versus First-year Engineering Students Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--29855
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