Assessing Teaming Skills Acquisition on Undergraduate Project Teams

Abstract

Abstract Much of what students learn about teaming is procedural or practical knowledge, acquired through direct experience on teams that promote good team processes and self reflection. Assessment of teaming competence should follow a simple, three‐step model where 1) goals are stated, 2) the “essential ingredients” thought to promote those goals are identified and assessed, and 3) the impact of the teaming experience on students is measured. By examining the links between teaming ingredients and their impact on students, a feedback loop is established that should help faculty learn more about the “art” of teaching teaming skills and thereby help faculty engage in continuous improvement of their instructional efforts. Various assessment methods and strategies are illustrated. The issue of promoting multidisciplinary teaming competence is discussed, and the desirability of a progressive sequence of student teaming experiences advocated.

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