Assessment of the CATME Perr Evaluation Tool Effectiveness
School of Engineering
Padnos College of Engineering and Computing
In project intensive courses student teams are used to enable completion of significant work and, hopefully, significant learning in one semester. Faculty desire to use peer evaluations and self-evaluations to assess how much each team member contributes to the overall effort and success of the project. Ideally, the evaluations and assessments will lead students to modify their behavior to improve their effectiveness on teams. This paper describes an attempt to measure progress towards the goal of leveraging peer and self-evaluations to change student behavior. The Comprehensive Assessment of Team Member Effectiveness (CATME)1 was developed using extensive university research. A web-based survey at www.catme.org makes it possible to collect data on team-member effectiveness in five areas that research has shown to be important. 1. Contributing to the team's work 2. Interacting with teammates 3. Keeping the team on track 4. Expecting quality work 5. Having relevant knowledge, skills and abilities This tool was implemented in a two semester capstone design course. The class is focused on a multi-disciplinary team, semester long, externally sponsored, design and build project. Students were asked to complete peer and self-evaluations six times during the two semesters. Students' reactions to the feedback they received from the CATME system were gauged using a survey and self-reflection tools. More importantly, the faculty hope to use the tool to catalyze change in student behavior over time. Evidence suggests that the CATME tool was effective.
2012 North Central Section
Pung, Chris, "Assessment of the CATME Perr Evaluation Tool Effectiveness" (2011). Faculty Scholarly Dissemination Grants. 321.
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