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Board 100 : Comparing Peer Evaluations of Teamwork Behavior by K-12 Students versus First-year Engineering Students

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Conference

2018 ASEE Annual Conference & Exposition

Location

Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

First-Year Programs Division Poster Session

Tagged Division

First-Year Programs

Page Count

10

Permanent URL

https://peer.asee.org/29855

Download Count

41

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Paper Authors

biography

Daniel M. Ferguson Purdue University, West Lafayette (College of Engineering)

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Daniel M. Ferguson is CATME Managing Director and a research associate at Purdue University. Prior to coming to Purdue he was Assistant Professor of Entrepreneurship at Ohio Northern University. Before assuming that position he was Associate Director of the Inter-Professional Studies Program [IPRO] and Senior Lecturer at Illinois Institute of Technology and involved in research in service learning, assessment processes and interventions aimed at improving learning objective attainment. Prior to his University assignments he was the Founder and CEO of The EDI Group, Ltd. and The EDI Group Canada, Ltd, independent professional services companies specializing in B2B electronic commerce and electronic data interchange. The EDI Group companies conducted syndicated market research, offered educational seminars and conferences and published The Journal of Electronic Commerce. He was also a Vice President at the First National Bank of Chicago [now J.P. Morgan Chase], where he founded and managed the bank’s market leading professional Cash Management Consulting Group, initiated the bank’s non-credit service product management organization and profit center profitability programs and was instrumental in the breakthrough EDI/EFT payment system implemented by General Motors. Dr. Ferguson is a graduate of Notre Dame, Stanford and Purdue Universities, a special edition editor of the Journal of Engineering Entrepreneurship and a member of Tau Beta Pi.

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Matthew W. Ohland Purdue University-Main Campus, West Lafayette (College of Engineering) Orcid 16x16 orcid.org/0000-0003-4052-1452

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Matthew W. Ohland is Professor of Engineering Education at Purdue University. He has degrees from Swarthmore College, Rensselaer Polytechnic Institute, and the University of Florida. His research on the longitudinal study of engineering students, team assignment, peer evaluation, and active and collaborative teaching methods has been supported by the National Science Foundation and the Sloan Foundation and his team received Best Paper awards from the Journal of Engineering Education in 2008 and 2011 and from the IEEE Transactions on Education in 2011 and 2015. Dr. Ohland is Chair of the IEEE Curriculum and Pedagogy Committee and an ABET Program Evaluator for ASEE. He was the 2002–2006 President of Tau Beta Pi and is a Fellow of the ASEE, IEEE, and AAAS.

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Yuchen Cao Purdue University

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Department of Statistics, Purdue University

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Abstract

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. https://peer.asee.org/29855

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2018 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015