Building Better Teams at Work using Self and Peer Assessment Practices

Willey, K; Gardner, AP

Building Better Teams at Work using Self and Peer Assessment Practices

Willey, K

Gardner, AP

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Publisher:: Australasian Association for Engineering Education
Publication Type:: Conference Proceeding
Citation:: Proceedings of the 18th Conference of the Australasian Association of Engineering Education, 2007, pp. 1 - 8
Issue Date:: 2007-01

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Field	Value	Language
dc.contributor.author	Willey, K https://orcid.org/0000-0003-1478-0346	en_US
dc.contributor.author	Gardner, AP https://orcid.org/0000-0003-2764-591X	en_US
dc.contributor.editor	Sondergaaer, H	en_US
dc.contributor.editor	Hadgraft, R	en_US
dc.date	2007-12-09	en_US
dc.date.issued	2007-01	en_US
dc.identifier.citation	Proceedings of the 18th Conference of the Australasian Association of Engineering Education, 2007, pp. 1 - 8	en_US
dc.identifier.isbn	978-0-9757172-1-9	en_US
dc.identifier.uri	http://hdl.handle.net/10453/7468
dc.description.abstract	There is a reported competency gap between the teamwork skills required by employers and those developed by engineering students during their undergraduate courses. The University of Technology, Sydney is addressing this issue by combining project-based learning with self and peer assessment to determine an individualâs team performance. A confidential online tool is used to collect and collate the student self and peer assessment ratings used both for formative feedback as well as assessment purposes. We found this approach improved student teamwork, engagement and satisfaction, while requiring only a small commitment of academic resources. We propose that using self and peer assessment would also be beneficial in industry to change workplace cultures, promote teamwork, individual skill development, engagement and productivity. Our implementation produces two assessment factors. The performance factor may be used by managers to coach staff to improve their performance, while the formative feedback factor will assist individuals to identify their strengths and weaknesses as perceived by their peers, facilitating ongoing skill development.	en_US
dc.publisher	Australasian Association for Engineering Education	en_US
dc.relation.ispartof	Proceedings of the 18th Conference of the Australasian Association of Engineering Education	en_US
dc.relation.ispartof	Annual Conference of Australasian Association for Engineering Education	en_US
dc.title	Building Better Teams at Work using Self and Peer Assessment Practices	en_US
dc.type	Conference Proceeding
utslib.location	Melbourne	en_US
utslib.location.activity	Melbourne, Australia	en_US
utslib.for	091503 Engineering Practice	en_US
utslib.for	090303 Biomedical Instrumentation	en_US
dc.location.activity	Melbourne, Australia	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Civil and Environmental Engineering
pubs.organisational-group	/University of Technology Sydney/Strength - CRIN - Realtime Information Networks
utslib.copyright.status	open_access
pubs.consider-herdc	true	en_US
pubs.place-of-publication	Melbourne	en_US
pubs.start-date	2007-12-09	en_US

Abstract:

There is a reported competency gap between the teamwork skills required by employers and those developed by engineering students during their undergraduate courses. The University of Technology, Sydney is addressing this issue by combining project-based learning with self and peer assessment to determine an individualâs team performance. A confidential online tool is used to collect and collate the student self and peer assessment ratings used both for formative feedback as well as assessment purposes. We found this approach improved student teamwork, engagement and satisfaction, while requiring only a small commitment of academic resources. We propose that using self and peer assessment would also be beneficial in industry to change workplace cultures, promote teamwork, individual skill development, engagement and productivity. Our implementation produces two assessment factors. The performance factor may be used by managers to coach staff to improve their performance, while the formative feedback factor will assist individuals to identify their strengths and weaknesses as perceived by their peers, facilitating ongoing skill development.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/7468