Assessing Teamwork in Entrepreneurship Classes PowerPoint Presentation
Sadan Kulturel-Konak Abdullah Konak. Penn . State Berks. Motivation. Design a unified framework for assessing professional skills.. Teamwork . is . ubiquitous in entrepreneurship classes.. Assessing teamwork . ID: 553081Embed code:
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Assessing Teamwork in Entrepreneurship Classes
Sadan Kulturel-Konak Abdullah KonakPenn State BerksSlide2
Design a unified framework for assessing professional skills.
ubiquitous in entrepreneurship classes.
abilities is challenging.Slide3
Challenges in Assessing Teamwork Skills
Slowly matureDeveloping tools and rubrics that can track the student development Students’ concernsSlide4
Challenges in Peer Assessment
Labor intensiveTime consumingFeedbackConfidentialitySlide5
Peer Evaluation Tools
Communications Project Assessment Tool (COMPASS) (Thomas et al., 1999)
Assessment of Team Member Effectiveness (CATME
Self and Peer Assessment Resource Kit (
Peer Evaluation & Assessment Resource (PEAR)
Designed for assessing teamwork Knowledge, Skills, and Abilities Provides feedbackPreserves confidentiallyBased on the Model of Domain Learning (Alexander et al. ,1994)Slide7
Model of Domain Learning
Leading , recall/process, probing , and rhetorical.
Attend to the next seminar.Slide8
A Sample Mapping
Expected Competency /Attitude (5-point Likert Rating scale)IKSACPInterested in the use of internet communications technologies to communicatex x Uses internet communications technologies skillfully x x x Initiates the use of most appropriate communications technologies for specific tasks x xExpress a personal level interest to learn and use new internet communications technologiesx x Expresses opinions and ideas in a clear manner in electronic correspondences x x Expresses opinions and ideas in a clear and concise manner with obvious connection to topic in electronic correspondences x x
communication technologies skillfully”Slide9
PEAR Conceptual ModelSlide10
Creating a RubricSlide11
Creating an Assessment
Select peer and self evaluation rubrics
Enter the course data
Instructors can select customized or standard rubricsSlide12
Conducting an Assessment
The instructor sends emails
Each student receives a unique
encrypted URL link.
Students rate themselves and their peersSlide13
Summary ReportsQuestion-based Student-basedMDL-based Export to ExcelEmail feedback to studentsSlide14
A Pilot Study
Entrepreneurial Mindset Class (22 students)
Three team projects (different teams)
Total of 2615 ratingsSlide15
Peer (212) vs Self (58) Ratings
Communicated ideas clearly/effectively.
Contributed useful ideas that helped the group succeed.
Delivered work when promised/needed.
Encouraged group to complete the project on a timely
Failed to do an equal share of the work (Reverse).
Had difficulty negotiating issues with members of the group (Reverse).
Helped group overcome differences to reach effective solutions.
Kept an open mind was willing to consider other’s
Often tried to excessively dominate group discussions (Reverse).
Took a leadership role in some aspects of the project.
Was fully engaged in discussions during meetings.
Very high ratings, not consistent with the instructor observations
Deliberate versus non-deliberate evaluationsSlide17
Sample Interest Questions
Attended a speaker event about teamwork
Watched a documentary or training video about teamwork
Watched a video clip outside of class work about teamwork
Attended a workshop about teamwork
Asked questions to an expert (professor, consultant etc.) about effective teamwork
Performed a web search to learn about effective teamwork
Read a book about teamwork
Rate your level of interest in attending a free workshop on teamwork.
Rate your level of interest in reading literature about effective
While you are browsing a news website, you have spotted an article called “How to be Effective in Teamwork.” Rate your likelihood of reading this article?
Rate your level of willingness to take an elective course in order to improve your teamwork skills?
In your institution, a renowned teamwork guru will give a workshop on teamwork skills. If you have to pay $10 for this workshop, rate your level of interest in attending this workshop.
Read an online article about teamwork
Read a newspaper/magazine article about
Why should interest be measured?
Variable (Cronbach's Reliability)GPA GroupClassStandingHave you ever had a job that requires significant teamwork?Have you ever taken a course or training on teamwork?Goal Setting (.712)-.019.016.154**.090*Performance Evaluation (.637)-.010.048.105*.079Team Forming (.827)-.074-.038.100*.082*Team Coordination -.006-.026.130**.054Communication (.807)-.127**.032.120**.126**Conflict Resolution (.816)-.091*-.048.111**.067Problem Solving (.810)-.044.011.147**.089*Interest1 (.850)-.014.097*.135** .456**Interest2 (.803).011.090*.037.159*Interest3 (.794)-.006.118*.170**.290**Attitude (.730)-.245**.104*.153*.076Benefit (.817)-.191**.071.119*.055
Based on 586 samples, we observed stronger correlations between class standing and interest than between class standing and self-efficacy (significance p *: 0.05 and **:0.01).
PEAR facilitates peer and self evaluations.
Interest should be used as an additional construct to measure students’ professional skill development (teamwork)Slide21
Modular Assessment Framework
Skills Using A Model o
f Domain Learning Approach”-
Virtual Incubator @
Penn State Berks (VIB) to Foster Student
, Sadan Kulturel-Konak