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Assessing Teamwork in Entrepreneurship Classes Assessing Teamwork in Entrepreneurship Classes

Assessing Teamwork in Entrepreneurship Classes - PowerPoint Presentation

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Assessing Teamwork in Entrepreneurship Classes - PPT Presentation

Sadan KulturelKonak Abdullah Konak Penn State Berks Motivation Design a unified framework for assessing professional skills Teamwork is ubiquitous in entrepreneurship classes Assessing teamwork ID: 553081

interest teamwork peer assessment teamwork interest assessment peer skills rate questions communications group workshop assessing effective level ideas konak model student article

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Slide1

Assessing Teamwork in Entrepreneurship Classes

Sadan Kulturel-Konak Abdullah KonakPenn State BerksSlide2

MotivationDesign a unified framework for assessing professional skills.Teamwork is ubiquitous in entrepreneurship classes.Assessing teamwork knowledge, skills

, and abilities is challenging. Slide3

Challenges in Assessing Teamwork SkillsSlowly matureDeveloping tools and rubrics that can track the student development Students’ concernsSlide4

Challenges in Peer AssessmentLabor intensiveTime consumingFeedbackConfidentiality Slide5

Peer Evaluation ToolsCommunications Project Assessment Tool (COMPASS) (Thomas et al., 1999)Comprehensive Assessment of Team Member Effectiveness (CATME) (Loughry

et al., 2007)Self and Peer Assessment Resource Kit (SPARKplus) (Willey & Gardner, 2009)Slide6

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 LearningI should

ask questions.Leading , recall/process, probing

, and rhetorical.

Cool !Attend to the next seminar.Slide8

A Sample Mapping

Expected Competency /Attitude (5-point Likert Rating scale)

I

KSACPInterested in the use of internet communications technologies to communicate

x

 

 

x

 

 

Uses internet communications technologies skillfully

 

x

 

x

 

x

 

Initiates the use of most appropriate communications technologies for specific tasks

 

 

x

 

 

x

Express a personal level interest to learn and use new internet communications technologies

x   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

competency/attitude: “use

communication technologies skillfully” Slide9

PEAR Conceptual ModelSlide10

Creating a RubricSlide11

Creating an Assessment

Select peer and self evaluation rubrics

Enter the course data

Add teamsInstructors 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 peers Slide13

ReportsSummary ReportsQuestion-based Student-basedMDL-based Export to ExcelEmail feedback to studentsSlide14

A Pilot StudyEntrepreneurial Mindset Class (22 students)Three team projects (different teams)The eleven-item rubric by Van Duzer and

McMartin (2004) and five point Likert-type scaleTotal of 2615 ratingsSlide15

Peer (212) vs Self (58) Ratings

No

Questions

PeerRatingSelf Ratingp-value1Communicated ideas clearly/effectively.4.22

4.61

0.004

2

Contributed useful ideas that helped the group succeed.

4.25

4.65

0.007

3

Delivered work when promised/needed.

4.21

4.58

0.032

4

Encouraged group to complete the project on a timely

basis.

4.16

4.58

0.011

5

Failed to do an equal share of the work (Reverse).

2.65

1.68

0.0076Had difficulty negotiating issues with members of the group (Reverse).2.712.120.0667Helped group overcome differences to reach effective solutions.4.164.520.0088Kept an open mind was willing to consider other’s ideas.4.494.650.3159Often tried to excessively dominate group discussions (Reverse).2.702.420.16010Took a leadership role in some aspects of the project.3.94

4.40

0.005

11

Was fully engaged in discussions during meetings.

4.25

4.67

0.003Slide16

Pitfalls Very high ratings, not consistent with the instructor observations Some questions were avoided Deliberate versus non-deliberate evaluationsSlide17

Sample Interest Questions Attended a speaker event about teamworkWatched a documentary or training video about teamworkWatched a video clip outside of class work about teamwork

Attended a workshop about teamworkAsked questions to an expert (professor, consultant etc.) about effective teamworkPerformed a web search to learn about effective teamwork

Read a book about teamworkRate your level of interest in attending a free workshop on teamwork.

Rate your level of interest in reading literature about effective teamwork.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 teamworkRead a newspaper/magazine article about teamworkSlide18

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

*

.079

Team 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**

Interest

2

(.803)

.011

.090

*

.037

.159

*

Interest

3

(.794)

-.006

.118

*

.170

**

.290

**

Attitude (.730)

-.245

**

.104

*

.153

*

.076

Benefit (.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).

Self-EfficacySlide19

Current WorkSlide20

Conclusions PEAR facilitates peer and self evaluations. Interest should be used as an additional construct to measure students’ professional skill development (teamwork) Slide21

Acknowledgments “A Modular Assessment Framework for Professional Skills Using A Model of Domain Learning Approach”-NSF DUE-1044800

“A Virtual Incubator @ Penn State Berks (VIB) to Foster Student Innovations”-VentureWell 8804-11 Slide22

Questions?konak@psu.edu, Abdullah Konaksadan@psu.edu, Sadan Kulturel-KonakIvan Esparragoza Gül

E. Okudan KremerGareth YoderSteven Magluilo