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Peer and self-evaluation of teamwork skills
P S Strom1, R D Strom, E G Moore
1Division of Psychology in Education, Arizona State University, Tempe 85287-0611, USA.
Journal of Adolescence
|September 2, 1999
Summary
High school students can develop crucial teamwork skills using the Peer and Self-Evaluation System (PSES). This method provides anonymous feedback, highlighting strengths and areas for improvement in cooperative activities.
Area of Science:
- Educational Psychology
- Organizational Behavior
- Social Sciences
Background:
- Modern workplaces increasingly demand strong teamwork and peer evaluation abilities.
- These essential skills necessitate early development, starting in high school.
- Traditional education often overlooks structured training in collaborative competencies.
Purpose of the Study:
- To introduce and evaluate the Peer and Self-Evaluation System (PSES) for assessing teamwork skills in high school.
- To provide students with confidential, actionable feedback on their collaborative performance.
- To explore gender differences in the perception of cooperative teamwork skills.
Main Methods:
- Implementation of the Peer and Self-Evaluation System (PSES) in high school classrooms.
- Students anonymously identified and recorded teamwork skills demonstrated by peers and themselves.
- Field testing involved 300 high school students and their teachers to validate the system's effectiveness.
Main Results:
- The PSES was confirmed as a valuable tool for assessing student teamwork.
- Anonymous feedback effectively informed students about their strengths and limitations in group work.
- A notable finding indicated that girls were perceived by both genders as possessing superior cooperative teamwork skills.
Conclusions:
- The PSES is a versatile method applicable across various subject areas.
- Outcomes from the PSES are suitable for inclusion in student and teacher portfolios.
- The system's results can facilitate collaborative efforts between parents and educators to foster student development.
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