Assessment of participation in higher education team working activities

Mª Ángeles Andreu-Andrés, Miguel García-Casas


Since among the competences which are most valued by engineering corporations are the ability to make decisions, the capacity for teamwork, one’s initiative and the capacity for solving problems together with an efficient communication, an experience based on active learning and team-working in which participants had to put them into practice was carried out. Before starting the experience with an active learning strategy, students had to decide on what they understood by participation in multi-task teamwork and the way to assess it in order to self-assess their own participation and evaluate their peers’ after the team-working experience; this study includes the rubric designed and tested by the participants to measure it. A quantitative analysis of the grades indicated that there were no significant differences between self and peer assessment marks except with regard to the students’ preparation time to solve the team-working multitask.


Assessment; participation; team-working; rubric

Full Text:



Accreditation Board for Engineering and Technology, Inc. (2000). Criteria for accrediting engineering programs. Baltimore, MD: Anthor.

Andreu-Andrés, Mª A. (2009). Los alumnos como evaluadores en el proceso de enseñanza-aprendizaje. Revista Iberoamericana de Educación, vol. 50, nº 1, pp. 1-10.

Andreu-Andrés, Mª A. y García-Casas, M. (2006). Evaluación, coevaluación y autoevaluación del trabajo en grupo en la lectura de mapas topográficos en Watts, F. y García-Carbonell, A. (eds.), La evaluación compartida: investigación multidisciplinar. Universidad Politécnica de Valencia, Valencia, 69-90.

Andreu-Andrés, Mª Á. y García-Casas, M. (2010). Aprendizaje basado en problemas aplicado a las lenguas de especialidad. Ibérica, vol. 19, pp. 33-54.

Anson, C.M.; Bernorld, L.E.; Crossland, C.; Spurlin, J.; McDermotr M.A. y Weiss, S. (2003). Empowerment to Learn in Engineering: Preparation for an Urgently-Needed Paradigm Shift. Global Journal of Engineering Education, vol. 7, nº 2, pp. 145-155.

Bean, J.C., y Peterson, D. (1998). Grading classroom participation. New Directions for Teaching & Learning, vol. 74, pp. 33–40.

Brown, D. (2000). Principles of Language Learning and Teaching. Longman, White Plans.

Cohen, M. (1991). Making class participation a reality. PS: Political Science & Politics, vol. 24, pp. 699-703.

Cool, R.K. y Zegwaard, K.E. (2006). Perceptions of desirable graduate competencias for science and technology new graduates. Research in Science & Technological Education, vol. 24, nº 1, pp. 29- 58.

Christoforou, A.P.; Yight, A.S.; Al-Ansary, M.D.; Ali, F.; Aly, A.A.; Lababidi, H.; Nashawi, A.; Tayfun, I.S. y Zribi, M. (2003). Improving Engineering Education at Kuwait University Through Continuous Assessment. International Journal of Engineering Education, vol. 19, nº 6, pp. 818-827.

Dancer, D. y Kamvounias, P. (2005). Sudent involvement in assessment: a project designed to assess class participation fairly and reliably. Assessment and Evaluation in Higher Education, vol. 30, nº 4, pp. 335-454.

De Buiskool, B.J.; Broek, S.D.; van Lakerveld, J.A.; Zarifis, G.K. y Osborne, M. (2010). Key competences for adult learning professionals. Contribution to the development of a reference framework of key competences for adult learning professionals. Final report. Research voor Beleid, 1-157.

Díaz-Garrido, E., Martín-Peña, M.L., Sánchez-López, J.M. (2013). Aprendizaje cooperativo en la material dirección de producción y operaciones. Working Papers on Operations Management, vol. 4, nº 2, pp. 44-65.

Dochy, F.; Siegers, M. y Sluijismans, D. (1999). The Use of Self-, Peer and Co-assessment in Higher Education: A Review. Studies in Higher Education, vol. 24, nº 3, pp. 331-350.

Fassinger, P. A. (1995). Understanding classroom interaction. The Journal of Higher Education, vol. 66, pp. 82-96.

Fisher, P.D.; Zeligman, D.M. y Fairweather, J.S. (2005). Self-assessed Student Learning Outcomes in an Engineering Service Course. International Journal of Engineering Education, vol. 21, nº 3, pp. 446-456.

Fritschner, L. M. (2000). Inside the undergraduate college classroom: Faculty and students differ on the meaning of student participation. The Journal of Higher Education, vol. 71, nº 3, pp. 342-362.

Galvan, J. y Fukada, Y. (1978), Asian International Students’ Preferences for Learning in American Universities. The CATESOL Journal, vol. 1, pp. 29-49.

García-Montalvo, A., Mora, J.G. (2000). El mercado laboral de los titulados superiores en Europa y en España. Papeles de Economía Española, vol. 86, 111-127.

Gopinath, C. 1999. Alternatives to instructor assessment of class participation. Journal of Education for Business, vol. 75, nº 1, pp. 10–14.

Hedberg, T. (2003). The Impact of Bologna Declaration on European Engineering Education. European Journal of Engineering Education, vol. 28, nº 1, pp. 1-6.

Heyman, J.E. y Sailors, J.J. (2011). Peer assessment of class participation : applying peer nomination to overcome rating inflation. Assessment and Evaluation in Higher Education, vol. 36, nº 5, pp. 605-618.

Howard, J. y Henney, A. L. (1998). Student participation and instructor gender in the mixed age college classroom. The Journal of Higher Education, vol. 69, pp. 384-405.

Jonassen, D.H. y Hung, W. (2008). All problems are not equal: Implementations for problem-based learning. The Interdisciplinary Journal of Problem-based Learning, vol. 2, pp. 6-28.

Labrador-Piquer, Mª J. y Andreu-Andrés, Mª A. (2008) Metodologías Activas. Universidad Politécnica de Valencia, Valencia .

Langan, M.; Wheater, P.; Shaw, E.; Haines, B.; Cullen, R.; Boyle, J.; Penney, D.; Oldekop, J.; Ashcroft, C.; Lockey, L. y Preziosi, R. (2005). Peer assessment of oral presentations: Effects of student gender, university affiliation and participation in the development of assessment criteria. As-sessment & Evaluation in Higher Education, vol. 30, nº 1, pp. 21-34.

Lave, J. y Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge University Press, Cambridge.

Law, Y. (2011). The effects of cooperative learning on enhancing Hong Kong fifth graders’ achievement goals, autonomous motivation and reading proficiency. Journal of Research in Reading, vol. 34, nº 4, pp. 402–425.

Liu, N.F. y D. Carless. (2006). Peer feedback: The learning element of peer assessment. Teaching in Higher Education, vol. 11, nº 3, pp. 279–90.

Marin-Garcia, J. A. y Lloret, J. (2008) Improving Teamwork with University Engineering Students. The Effect of an Assessment Method to Prevent Shirking, WSEAS Transactions on Advances in Engineering Education, vol. 5, nº 1, pp. 1-11.

Markulis, P. y Strang, D. (2002). Learning cooperatively may not be learning collaboratively ! Developments in Business Simulation and Experiential Learning, vol. 29, pp. 114-120.

McGourty, J. (2000). Using Multisource Feedback in the Classroom: A Computer-based Approach, IEEE ransactions on Education, vol. 43, nº 2, pp. 120-124.

Melvin, K. B. y Lord, A. T. (1995). The prof/peer method of evaluating class participation: Interdisciplinary generality. College Student Journal, vol. 29, pp. 258-263.

Menzel, K.E. y Carrell, L.J. (1999). The Impact of Gender and Immediacy of Willingness to Talk and Perceive Learning. Communication Education, vol. 48, pp. 31-40.

Myers, I. (1962). The Myers-Briggs Type Indicator. Consulting Psychologists Press, Palo Alto.

Passow, H.J. (2012). Which ABET Competencies do Engineering Graduates Fid most Important in their Work? Journal of Engineering Education, vol. 101, nº 1, pp. 95-118.

Powers, S. y Rossman, M.H. (1985). Student Satisfaction with Graduate Education: Dimensionality and Assessment in College Education. Psychology: A Quarterly Journal of Human Behavior, vol. 22, nº 2, pp. 46-49.

Rocca, K. (2010). Student participation in college classroom: An extended multidisciplinary literature review. Communication Education, vol. 59, nº 2, pp. 185-213.

Rovai, A.P. y Barnum, K.T. (2003). On-Line Course Effectiveness: An Analysis of Student Interactions and Perceptions of Learning. Journal of Distance Education, vol. 18, nº 1, pp. 57-73.

Schomburg, H. y Teichler, U. (2006). Higher education and graduate employment in Europe: Results from graduate surveys from twelve countries. Higher Education Dynamics 15 (Series). Dordrecht: Springer.

Smith, G.G., Sorensen, C., Gump, A., Heindel, A.J., Caris, M., y Martinez, C.D. (2011). Overcoming student resistance to group work: Online versus face-to-face. The Internet and Higher Education, vol. 14, nº 2, pp. 121-128.

Sola, C.M., Porres, R., Gentil, L., Epstein, G., Lapuente, S., Limón, F., Sierra, J., Neri, M., McCoy, J.R., Álvarez, I., Delgado, I. y Illescas, F. (Eds.) (2006). Aprendizaje basado en problemas. De la teoría a la práctica. México: Trillas.

Stiggins, R. (1998). Student Centered Classroom Assessment. Upper Saddle River, Prentice Hall, N.J.

Stump, G. S.; Hilpert, J.C.; Husman, J.; Chung, W.T. y Kim, W. (2011). Collaborative Learning in Engineering Students: Gender and Achievement. Journal of Engineering Education, vol. 100, nº 3, pp. 475-497.

Trevitt, Ch.; Breman, E. y Stocks, C. (2012). Assessment and Learning: Is it time to rethink student activities and academic roles? Revista de Investigación Educativa, vol. 30, nº 2, pp. 253-269.

Tyler, K. (2007). Designing the review process. HR Magazine, vol. 52, pp. 70–81.

Villa, A. y Poblete, M. (2007). Aprendizaje basado en competencias: una propuesta para la evaluación de las competencias genéricas. Bilbao: Universidad de Deusto.

Vygotsky, L. (1978). Mind in Society. Harvard University Press, Cambridge, Massachusetts.

Watts, F.; García-Carbonell, A. y Rising, B. (2011). Student perceptions of collaborative work in telematic simulation. Journal of Simulation/Gaming for Learning and Development, vol. 1, nº 1, pp. 1-12.

Weaver, R. y Qi, J. (2005). Classroom organization and participation: College students’ perceptions. The Journal of Higher Education, vol. 76, pp. 570-601.

Yesilyurt, E. (2009). The views of students on the effect of cooperative learning on student behaviours. Firat University Journal of Social Science, vol. 19, nº 2, pp. 161-178.

Zaremba, S. B., y Dunn, D. S. (2004). Assessing class participation through self-evaluation: Method and measure. Teaching of Psychology, vol. 31, pp. 191-193.

Abstract Views

Metrics Loading ...

Metrics powered by PLOS ALM


  • There are currently no refbacks.


Cited-By (articles included in Crossref)

This journal is a Crossref Cited-by Linking member. This list shows the references that citing the article automatically, if there are. For more information about the system please visit Crossref site

1. El Barómetro INCODE como herramienta de autoevaluación de las competencias de innovación
María Ángeles Andreu-Andrés, Juan A. Marin-García, Amparo García-Carbonell
REDU. Revista de Docencia Universitaria  vol: 15  issue: 2  first page: 275  year: 2017  
doi: 10.4995/redu.2017.7746

This journal is licensed under a Creative Commons Attribution 4.0 International License.

Universitat Politècnica de València

e-ISSN: 1989-9068