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  1. ThaiPOD National Conference 200916-17 July 2009, The Imperial Queen's Park HotelUse of CATME for Teamwork Assessment in Engineering ProjectsKuntinee Maneeratana and Angkee SripakagornDepartment of Mechanical Engineering, Faculty of Engineering, Chulalongkorn University, Bangkok 10330, Thailand

  2. Outline • Mechanical Engineering Project • Why CATME ? What is CATME ? • CATME Results • Student Evaluation and Opinion • Conclusions

  3. Mechanical Engineering Project • Capstone course for 4th year students • Project based, selection by mutual agreements • Student-initiated: through project selection and self-selected groups. • centralized system for management and evaluation.

  4. Mechanical Engineering Project • Over 70% is design project. • Investigation = focused more on research. • 30 teams available for teamwork assessment.

  5. Mechanical Engineering Project • Classified as “small” group. • Mostly 3-4 students per group.

  6. Why CATME ? Course objectives 1. Achieving a mechanical engineering practice through Plan/Do/Check/Act (PDCA) processes, 2. Working as a team, • Developing professional ethics. • Evaluation concentrated on the first objective. • Importance of teams + Accreditation standard.

  7. Why CATME ? Previous attempt: • Launched teamwork assessment questionnaires in 2007. • Counted as 2 percentage points. • difficulties in data processing, analyses • few useful feedback data was obtained • CATME was experimented in 2008

  8. What is CATME ? Comprehensive Assessment of Team Member Effectiveness • http://www.catme.org • Online teamwork assessment & group assignment • Employ teamwork assessment & follow-up questions

  9. CATME Results Averaged Teamwork Ratings Use behaviorally anchored rating scales(5 levels) • Contributing to the team’s work 4.62 • Interacting with teammates 4.35 • Keeping the team on track 4.27 • Expecting quality 4.23 • Having knowledge, skills and abilities 4.27

  10. CATME Results Adjustment factor to quantify the contribution of an individual student relative to other team members

  11. CATME Results Adjustment factor vs Individual final score individual variations within the groups are allowed.

  12. CATME Results Exceptional Conditions Predicts which teams will struggle, so early intervention is possible. Low (a student performing poorly who knows it) Over (a student performing poorly who is overconfident) High (a student performing well who knows it) Under (an underconfident student) Conf (conflicting ratings) Cliq (a clique appears to have formed)

  13. CATME Results Exceptional Conditions Underconfident High performer

  14. CATME Results Opinions on future team preferences • I would gladly work with this individual in the future. 4.47 • If I were selecting members for a future work team, I would pick this person. 4.40 • I would avoid working with this person in the future. 1.53 • I like this person as an individual. 4.36 • I consider this person to be a friend. 4.84 • I enjoy spending time with this person. 4.54

  15. Students’ opinions Likert scale(5 levels)& satisfaction ratio • The CATME procedure was easy and convenient. 4.12, 91.4% • I understood instructions and questions in English well. 3.69, 51.7% • The test could effectively assess teamwork and personal performances. 3.79, 65.5% • I felt at ease in assessing teammates. 4.03, 79.3%

  16. Conclusion • Good teamwork results • Teamwork assessment guides students towards expected behaviors • Correlation between peer and advisor evaluation • Exceptional conditions easily revealed • CATME reduces considerable workload • Easy and convenient vs. language barrier • In the future, use CATME twice to promote teamwork

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