NotesFAQContact Us
Search Tips
ERIC Number: ED424250
Record Type: Non-Journal
Publication Date: 1998
Pages: 11
Abstractor: N/A
Reference Count: N/A
Evaluating Team Work on Student Projects: The Use of Behaviorally Anchored Scales To Evaluate Student Performance.
Levi, Daniel; Cadiz, David
One of the biggest problems students face in team projects is social loafing, a situation in which students may view team projects as a free ride. Social loafers let others do the work, knowing that the professor will only grade the completed project. This research examined the performance of students grading other student team members on a group project. Team members' evaluations were part of the grade, worth 10 to 20% of the project grade. All evaluations were confidential, and other students never saw the evaluations. A behaviorally anchored scale was designed and used to discourage ratings based merely on personality. A behaviorally anchored scale is an approach to evaluating performance that encourages the rater to evaluate a subject's performance, rather than irrelevant characteristics such as personality or liking. The scale developed for this study was based on student opinions about the important task and social behaviors in team work. The sample included 3 psychology classes and 1 aeronautical engineering class, for a total of 142 students in teams ranging from 3 to 6 members. Results indicate that students can make evaluations of team members and give them grades other than all "A's". The distribution of grades given by the students was somewhat high for the psychology students, but was more typical for the engineering students. Ratings by students did make sense, and the correlations between the behaviorally anchored scales and the overall teams ratings were significant. Student ratings of team work were different and independent from their project grades. The value of the team work rating scales is to improve both the accuracy of grading and to give the teams a way to control social loafing. (Contains three tables and nine references.) (SLD)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A