Pung, C. P., & Farris, J. (2011, June), Assessment of the CATME Peer Evaluation Tool Effectiveness  Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--17542

\bibitem{asee_peer_17542}
  Pung, C. P., \& Farris, J. (2011, June), \emph{Assessment of the CATME Peer Evaluation Tool Effectiveness}
  Paper presented at 2011 ASEE Annual Conference \& Exposition, Vancouver, BC.
  10.18260/1-2--17542

Christopher P. Pung and John Farris.  "Assessment of the CATME Peer Evaluation Tool Effectiveness".  2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011, June.  ASEE Conferences, 2011.  https://peer.asee.org/17542 Internet.  13 May, 2024

\bibitem{asee_peer_17542}
  Christopher P. Pung and John Farris.
  "Assessment of the CATME Peer Evaluation Tool Effectiveness".
  \emph{2011 ASEE Annual Conference \& Exposition, Vancouver, BC, 2011, June}.
  ASEE Conferences, 2011.
  https://peer.asee.org/17542 Internet.  13 May, 2024

@INPROCEEDINGS{asee_peer_17542
author = "Christopher P. Pung and John Farris"
title = "Assessment of the CATME Peer Evaluation Tool Effectiveness"
booktitle = "2011 ASEE Annual Conference \& Exposition"
year = "2011"
month = "June"
address = "Vancouver, BC"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/17542}
number = {10.18260/1-2--17542}
}

TY  - CPAPER
AB  -           Assessment of the CATME Peer Evaluation Tool EffectivenessIn 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 ofthe team. Ideally, the evaluations and assessments will lead students to modify their behavior toimprove their effectiveness on teams. This paper describes an attempt to measure progress towardsthe goal of leveraging peer and self-evaluations to change student behavior.The Comprehensive Assessment of Team Member Effectiveness (CATME) was developed usingextensive university research. A web-based survey at www.catme.org makes it possible to collectdata 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       5. Having relevant knowledge skills and abilitiesThis tool was implemented in a junior level product design class. The class is focused on a team,semester long, externally sponsored, design and build project. Students were asked to complete peerand self-evaluations three times during the semester. Students reactions to the feedback theyreceived from the CATME system were gauged using survey and self-reflection tools.More importantly, the faculty hope to use the tool to catalyze change in student behavior over time.The authors used this tool toThe comprehensive assessment of team member effectiveness(CATME) software was used to assess junior engineering student’s team effectiveness. Anadditional survey was used to quantify what if any effects the feedback from the CATMEsoftware had on the student’s behavior.
AU  - Christopher P. Pung
AU  - John Farris
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - Assessment of the CATME Peer Evaluation Tool Effectiveness
UR  - https://peer.asee.org/17542
DO  - 10.18260/1-2--17542
ER  -