Assessing the Dimensions and Outcomes of an Effective Teammate

Crutchfield, Tammy Neal; Klamon, Kimberly

doi:10.1080/08832323.2014.885873

Cited by 6 publications

(1 citation statement)

References 13 publications

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“…13 There are a number of publications in various disciplines that describe the use of these tools. [14][15][16][17][18][19] The main goal of CATME Smarter Teamwork is to assist faculty in team management. After requesting an account, faculty are granted access to the system and all the tools, including CATME Faculty Team-Management Guide, CATME Students Teamwork Training, CATME Team-Maker, CATME Peer Evaluation and CATME Rater Calibration.…”

Section: Introductionmentioning

confidence: 99%

Performance and Perceptions of Student Teams Created and Stratified Based on Academic Abilities

Camiel

Kostka-Rokosz

Tataronis

et al. 2017

American Journal of Pharmaceutical Education

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Objective. To compare student performance, elements of peer evaluation and satisfaction of teams created according to students' course entrance grade point average (GPA). Methods. Two course sections were divided into teams of four to five students utilizing Comprehensive Assessment of Team Member Effectiveness (CATME) software. Results. Of 336 students enrolled, 324 consented to participation. Weekly team quiz averages were 99.1% (higher GPA), 97.2% (lower GPA), 97.7% (mixed GPA). Weekly individual quiz averages were 87.2% (higher GPA), 83.3% (lower GPA), 85.2% (mixed GPA). Students with same GPA performed similarly individually independent of team assignment. Satisfaction ranged from 4.52 (higher GPA), 4.73 (lower GPA), 4.53 (mixed GPA). Conclusion. Academically stronger students in mixed GPA teams appeared to be at a slight disadvantage compared to similar students in higher GPA teams. There was no difference in team performance for academically weaker students in lower GPA versus mixed GPA teams. Team satisfaction was higher in lower GPA teams.

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