In Texas the teamwork core objective (TW) is defined as including:
the ability to consider different points of view and to work effectively with others to support a shared purpose or goal
The assessment of Team Work is required in three foundational component areas
- Life and Physical Sciences
- Creative Arts
Examples From Across Texas
- Theresa Glenn from Austin Community College shares her SPCH 1311 teamwork assignment and her reflections on connecting teamwork with service learning.
- Dr. George Williams Jr from Our Lady of the Lake University shares his experience of assessing group work and explores some of the challenges and opportunities associated with getting students to work in teams.
- Dr. Deborah Jean Harding from Amarillo College shares her experience of teamwork assessment across three courses from Behavioral Studies, Psychology, Sociology and Criminal Justice
- Dr. Mo Cuevas from Our Lady of the Lake University shares her experience of teamwork assessment in social work.
- Dr. David Blanke from Texas A&M University-Corpus Christi shares his experience of teamwork in the video below.
In April 2016, LEAP Texas hosted a twitter week-long event dedicated to teamwork and the sharing of experiences and resources:
— LEAP Texas (@LEAPTexas) April 27, 2016
— Larry J. King (@ljking58) April 28, 2016
— Rebekah Harris (@writingispower) April 27, 2016
- Dr Steven Whiting at the University of Central Florida considers Teamwork and its importance in the workplace. See here: http://academicminute.org/2016/04/steven-whiting-university-of-central-florida-teamwork/.
- The Eberly Center for Teaching Excellence and Educational Innovation at Carnegie Mellon University touts benefits to group work and the students that participate. See here: http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/groupprojects/benefits.html.
- Below is a video of one of our fellows, Dr Jennifer Edwards, using Periscope to talk about 30 ways to incorporate teamwork into the college classroom.
The Teamwork VALUE Rubric defines teamwork as:
Behaviors under the control of individual team members (effort they put into team tasks, their manner of interacting with others on team, and the quantity and quality of contributions they make to team discussions.)
The rubric enables assessment across a number teamwork aspects:
- Contributions to team meetings
- Facilitating the contributions of team members
- Individual contributions outside of team meetings
- Fostering constructive team climate
- Responding to conflict
Two characteristics define the ways in which this rubric has been designed to be used.
The rubric is meant to assess the teamwork of an individual student, not the team as a whole. Therefore, it is possible for a student to receive high ratings, even if the team as a whole is rather flawed. Similarly, a student could receive low ratings, even if the team as a whole works fairly well.
The rubric is designed to measure the quality of a process, rather than the quality of an end product. As a result, work samples or collections of work will need to include some evidence of the individual’s interactions within the team. The final product of the team’s work (e.g., a written lab report) is insufficient, as it does not provide insight into the functioning of the team.
It is recommended that work samples or collections of work for this outcome come from one or more of the following three sources:
students’ own reflections about their contribution to a team’s functioning
evaluation or feedback from fellow team members about students’ contribution to the team’s functioning
the evaluation of an outside observer regarding students’ contributions to a team’s functioning.
These three sources differ considerably in the resource demands they place on an institution. It is recommended that institutions using this rubric consider carefully the resources they are able to allocate to the assessment of teamwork and choose a means of compiling work samples or collections of work that best suits their priorities, needs, and abilities.