Self and Peer Assessments of Teamwork: Exploring Evaluation Sources, Domains, and Timing

Our study examines the relationship between these evaluation methods using a large sample of undergraduate students working in small, cross-disciplinary teams to better understand how teammates rate themselves and each other. Students completed self- and peer evaluations of their teamwork behaviors at three different intervals during the semester while working on an assigned team project. To assess their own and their teammates’ behaviors, students completed an online survey including items representing five teamwork domains: 1) contribution to the team, 2) interaction with teammates, 3) monitoring progress/keeping the team on track, 4) expecting and addressing issues of quality work, and 5) having relevant knowledge, skills, and abilities. Results indicated a significant main effect of the evaluation domain and timing of assessments, suggesting that ratings varied on different questions and over the assessment period. Ratings focused on team interactions were significantly higher than the other domains, and ratings given for the final assessment were higher than ratings for the first and second assessments. Given our results show that spending more time interacting with teammates leads to higher ratings, we recommend instructors assign substantial team projects and maintain small, consistent groups throughout the semester to improve team processes.