Question Library – Peer Assessment

Categories: There are numerous Question Sets from which you can choose. They fall into three general categories:

Peer — asked for each team member. Responses are compiled anonymously for the student report.
Team — asked once for the entire team. Responses are compiled anonymously for the student report.
Other — asked once for the assessment. Responses go only to the instructor.

Question Sets: You may include as many or as few Question Sets as you wish. The minimum is one, placed in any one of the categories.

Editing Questions: After selecting the Question Sets to include, you can edit the wording of individual questions. 1. Click the “eye” by the question set to view the details. 2. Click the “edit box” for the question you wish to edit.

Need a New Question Set? I am happy to build you a new question set! Simply send your list of questions, plus an introduction, response scales, and source if known to [email protected] It will be ready within two business days.

Numbering Conventions: Following the Peer, Team, and Other categories, the question set numbers represent the following: 1-99=General Use, 100-199=Custom Developed, 200-299=Workplace Use

Peer Question Sets

(P-01.a) PARTICIPATION ACTIVITIES _{Items: 9 Scale: 1-5}

Intro: A positive and successful team experience builds from team members who actively participate and take initiative in the team’s work. Several of these participation behaviors are listed below. Please consider the extent to which this team member Never, Sometimes, or Always does the following…

Scale: 1-5 Never…Sometimes…Always

Attends team meetings?
Communicates and responds promptly with teammates?
Voluntarily takes on his/her share of work assignments?
Makes a serious effort to fulfill his/her responsibilities on assignments?
Meets agreed deadlines to complete his/her assigned work?
Expresses ideas and opinions clearly?
Listens and respectfully considers teammates’ ideas and opinions?
Helps other team members when they need it?
Steps up to help the team plan, coordinate and track its work to meet team goals?

Source: Adapted from a form reprinted in B. J. Millis and P. G. Cottell, Jr., Cooperative Learning in Higher Education Faculty, Oryx, Phoenix, 1998.

(P-01.b) PARTICIPATION ACTIVITIES _{Items: 10 Scale: 1-5}

Scale: 1-5 Never…Sometimes…Always

Is prepared to contribute to the team’s work?
Communicates and responds promptly with teammates?
Meets agreed timelines for completion of teamwork?
Makes a serious effort to fairly contribute to the team’s work?
Engages with the team in a manner that progresses the team’s work and understanding?
Listens and respectfully considers teammates’ ideas and opinions?
Expresses ideas and opinions clearly?
Contributes to a respectful and effective team work environment?
Helps keep the team on track and on schedule?
Helps other team members when they need it?

Source: Adaptation, by Marcus R Schultz-Bergin, of questions reprinted in B. J. Millis and P. G. Cottell, Jr., Cooperative Learning in Higher Education Faculty, Oryx, Phoenix, 1998.

(P-02) TEAM MEMBER OVERALL PARTICIPATION _{Items: 1 Scale: 1-9}

Intro: Using the following 9 point scale, please assign an overall rating of this team member’s participation.

Question: Please rate this team member’s overall participation, effort and contribution, not his/her academic ability.

Scale: 1-9

No show: No participation at all.
Superficial: Practically no participation.
Unsatisfactory: Consistently failed to show up or complete assignments, unprepared.
Deficient: Often failed to show up or complete assignments, rarely prepared.
Marginal: Sometimes failed to show up or complete assignments, rarely prepared.
Ordinary: Often did what he/she was supposed to do, minimally prepared and cooperative.
Satisfactory: Usually did what he/she was supposed to do, acceptably prepared and cooperative.
Very good: Consistently did what he/she was supposed to do, very well prepared and cooperative.
Excellent: Consistently carried more than his/her fair share of the workload.

Source: Adapted from Barbara Oakley, Richard M. Felder, Rebecca Brent, and Imad Elhajj, Turning Student Groups into Effective Teams, 2004, Journal of Student Centered Learning, Vol 2, No. 1, pp. 9-34, New Forums Press, OK. Oakley et al adapted from R. M. Felder & R. Brent, Effective Teaching, North Carolina State University, 2000.

(P-03) TEAM MEMBER FEEDBACK _{Items: 1 Open-ended}

INTRO: Please give specific, constructive feedback to each person on your team, including yourself, regarding how they contribute to and participate with the team. For each individual, discuss both their strengths and their weaknesses, or areas where they could improve.

Open Ended

Please comment on specific areas he/she can improve and areas they are doing very well. Please make your comments constructive, helpful, and specific.

Source: Questions contributed by Dr. Rob Anson, Boise State University.

(P-04) TEAM MEMBER PERFORMANCE _{Items: 6 Scale: 1-5}

Intro: Rate the performance of yourself and each of your team members using the five-point scale below, from ‘Never’ to ‘Always’. Please be conservative using the endpoints ‘1=Never’ and ‘5=Always’. These should only be used if the person in fact Never or Always displays the description as written.

Scale: 1-5 Never…Sometimes…Always

Quality of Work — Provides high quality work that does not need to be checked or revised by others to ensure its quality.
Research and Information Sharing — Completes research and information gathering, then shares information with the group.
Participation — Is consistently focused on the task and what needs to be done for the group.
Self-Directed — Is motivated to contribute, to volunteer for tasks, and to complete their work in a quality and timely manner.
Listening and Discussing — Respectfully listens, interacts, cooperates and helps the group come up with positive ideas.
Dependability — Turns in all work on time and does not depend on others to do or complete work.

(P-05) ASSIGN POINTS: PARTICIPATION & CONTRIBUTION _{Items: 2 Numeric entry}

Intro: For each person on the team, including yourself, assess a numerical score on each of the two areas below. Please enter only the numeric score.

Scale: Numeric

Participation: (Allocate from 1 to 100 points) This team member was always there helping to move the team forward in terms of playing an active role, helping others, followed through on action items, etc.
Contribution: (Allocate from 1 to 100 points) This team member added value to the team deliverables in terms of providing leadership and/or contributing significantly to the creation and quality of team work products.

Instructor Note:

You can set the maximum number of points or percentage to any level. The respondent will enter a value between 1 and your maximum.
MAKE SURE TO EDIT THE QUESTIONS TO STATE CORRECT NUMBER OF POINTS (OR PERCENTAGE)

Source: Questions contributed by Dr. Regis Terpend, Boise State University.

(P-101) TEAM MEMBER TRAITS _{Items: 9 Scale: 1-5 Instr: C. Spear}

Scale: 1-5 Never…Sometimes…Always

Communication: Willing to talk to proptly respond to classmates and discuss all aspects of the group work including challenges and successes.
Reliable: Shows up to scheduled meetings and completes work on time in relation to due dates.
Respect: Listens to others ideas and is open to them, taking turns talking and not cutting each other off. Treats people the way you want to be treated.
Positive Attitude: Encourages other team members. Doesn’t get down on the group when challenges present themselves. Maturely handles personal conflict.
Honesty: Can admit when they need help or do not understand something. Communicates with the team if their portion of the work is not complete. Able to express their real feelings respectfully and maturely during conflict.
Team player/takes initiative: Works well with team members. Individual is a team player who is flexible and ready for tasks that are given. Supports the team and takes initiative to help others when needed.
Organization/time management: Ability to work and manage time effectively to get task completed on time.
Commitment: Dedicated to the group/team and finishes assignments given. Does not turn in uncompleted task.
Resourceful: Able to find quick and efficient ways to overcome obstacles.

Source: Questions contributed by Dr. Caile Spear, Boise State University. Student generated.

(P-102) TEAM MEMBER TRAITS _{Items: 8 Scale: 1-5 Instr: C. Xiong}

Scale: 1-5 Never…Sometimes…Always

Communication: Communicates regularly and timely, Shares ideas, Participates in discussions, Updates team on work in process.
Reliable: Completes tasks on time, Follows through on task assignments, Works toward goal completion with care and diligence.
Respect: Respectfully listens to others and is open to different ideas, Takes turns talking, Treats people the way you want to be treated.
Quality Work: Performs consistent high quality work to the best of their ability, Does not turn in uncompleted work, Reviews and edits their work before submitting.
Takes initiative/Team Player: Volunteers to take on tasks, Actively participates, Takes on their share of the work assignment, Helps others when needed, Motivated.
Attends team meetings: Consistently attends meetings, Shows up on time, Is prepared for the meeting.
Professional: Actively engages with team members, Finds efficient ways to overcome obstacles, Manages time effectively, Encourages others, Demonstrates commitment to team.
Review/Feedback: Takes on reviewing and peer editing tasks for the team, Provides constructive feedback to the team and members to help improve

Source: Questions contributed by Dr. Claire Xiong, Boise State University. Student generated.

(P-103) LEARNING GROUP MEMBER FEEDBACK _{Items: 5 Scale: 1-5 Instr: H. Reeder}

Intro: Please thoughtfully rate your perception of each member of your learning group, including yourself, on each the following items.

Scale: 1-5 Never…Sometimes…Always

Used the experience cube- “I” O/T/F/W
Created a positive work environment
Cared about others’ subjective truth
Appeared committed to learning by taking risks and trying new things
Attempted to maximize each session

Source: Questions contributed by Dr. Heidi Reeder, Boise State University.

(P-104) OVERALL POINT ALLOCATION FOR TEAM MEMBERS _{Items: 1 Scale: Numeric entry}

Intro: Evaluate the overall contributions of each team member to the group effort. Consider their attendance and participation in team meetings, individual contributions to idea generation and research, communication within the group, etc. These evaluations are completely confidential and will never be shown to your team members. Please respond honestly.

Scale: Numeric (You can input any point total to use.)

On a scale of 1 to 100, where 1 is this person did not actively participate or contribute to the team’s workload and where 100 is this person participated throughout and consistently contributed more than their fair share of the workload, where would you rank the level of this team member’s activity?

Instructor Note:

You can set the maximum number of points to any level. The minimum is ‘1’. But the maximum bay be any number, such as 10, 25, 100, or 1000.
MAKE SURE TO EDIT THE QUESTIONS TO STATE THE CORRECT NUMBER OF POINTS.

Source: Questions contributed by Dr. William Wynne, Boise State University. Source unknown

(P-105) PERCENT GRADE FOR TEAM PRODUCT _{Items: 1 Scale: Numeric entry}

Intro: Please consider the contributions of each team member to the product submitted by the team. You will be asked to identify the percent, from 0% to 100%, that each team member should receive of the grade assigned to the team product.
** These evaluations are completely confidential and will not be shared with your team members. It is important that you respond honestly and fairly. **

Scale: Numeric (You may enter any point total.)

Consider the effort and quality of work this person contributed to the team assignment. What percent of the team grade, from 1% to 100%, do you believe this team member should receive?

Instructor Note:

Make sure to set the maximum points to 100. This question is designed to ask for a percentage response, from 1% to 100%.
The results for this question will appear on the Instructor and Grade Reports, but is NOT included on the Student Report.

Source: Questions contributed by Dr. John Martin, Boise State University.

(P-106) EXPLANATION OF GRADE PERCENT _{Items: 1 Scale: Open}

Intro: Please describe the reasons, positive and/or negative, for the percent you recommended.

Scale: Open Ended

Please describe the reasons, positive and/or negative, for the percent you recommended.

Instructor Note:
1) This question is a follow-up to P-105 which asked the student to assign a percentage each student should receive of the team product grade.
2)You may edit the question to address the correct number of points.
3) The results for this question will appear on the Instructor and Grade Reports, but is NOT included on the Student Report.

Source: Questions contributed by Dr. John Martin, Boise State University.

(P-107) ASSIGN POINTS: WORKLOAD AND QUANTITY _{Items: 2 Scale: Numeric entry}

Intro: For each person on the team, including yourself, assess a numerical score on each of the two questions below…… Please enter only the numeric score.
REMEMBER – it is mathematically impossible for all team members to be above average. If you mark everyone above average, then everyone will receive a score of average.

Scale: Numeric (You may change the number of points.)

WORKLOAD– On a scale of 1 to 5, please assess how well this member contributed to the group’s workload. 1 = Very poor compared to other members …. 2 = Well below the group average …. 3 = Average for the group …. 4 = Well above the group average …. 5 = Outstanding compared to other members.
QUALITY — On a scale of 1 to 5, please assess the quality of this member’s work. 1 = Very poor compared to other members …. 2 = Well below the group average …. 3 = Average for the group …. 4 = Well above the group average …. 5 = Outstanding compared to other members.

Instructor Note:

You can set the maximum number of points to any level. The minimum is ‘1’. But the maximum bay be any number, such as 10, 25, 100, or 1000.
MAKE SURE TO EDIT THE QUESTIONS TO STATE THE CORRECT NUMBER OF POINTS.

Source: Questions contributed by Dr. Adam Kyte, University of Plymouth, UK.

(P-108) EVALUATE INDIVIDUAL TEAMWORK SKILLS _{Items: 14 Scale: 1-5}

Intro: Teamwork is behaviours under control of the individual team members. In your experience, how often does
your peer demonstrate the following?

Scale: 1-5 Never…Sometimes…Always

(CTP-1) Participates actively and accepts a fair share of the group work
(CTP-2) Works skillfully on assigned tasks and completes them on time
(CTP-3) Gives timely, constructive feedback to team members, in the appropriate format
(FCO-1) Communicates actively and constructively
(FCO-2) Encourages all perspectives be considered and acknowledges contributions of others
(FCO-3) Constructively builds on contributions of others and integrates own work with work of others
(PM-1) Takes on an appropriate role in group (e.g. leader, note taker)
(PM-2) Reports to team on progress
(PM-3) Clarifies goals and plans the project
(FTC-1) Ensures consistency between words, tone, facial expression and body language
(FTC-2) Expresses positivity and optimism about team members and project
(MPC-1) Displays appropriate assertiveness: neither dominating, submissive, nor passive aggressive
(MPA-2) Contributes appropriately to healthy debate
(MPC-3) Responds to and manages direct/indirect conflict constructively and effectively

Instructor Note:

This scale was developed, tested and published in the article, Britton, E., Simpter, N., Leger, A., and Stephenson, J. (2017). Assessing teamwork in undergraduate education: a measurement tool to evaluate individual teamwork skills. Assessment & Evaluation in Higher Education, Vol. 42, No. 3, 378–397.1. CTP — Contributes to team project
2. FCO — Facilitates contributions of others
3. PM — Planning and management
4. FTC — Fosters a team climate
5. MPC — Manages potential conflict

Source: Questions contributed by Dr. Adam Kyte, University of Plymouth, UK.

(P-109) ASSESSMENT OF TEAM MEMBER EFFECTIVENESS _{Items: 15 Scale: 1-5}

Intro: This self and peer evaluation asks about how you and each of your teammates contributed to the team during the time period you are evaluating. For each way of contributing, please read the behaviors that rating. Then confidentially rate yourself and your teammates by placing a mark in the relevant box.

Scale: 1-5 Never…Sometimes…Always

(CTW-1) Does more or higher-quality work than expected.
(CTW-2) Helps to complete the work of teammates who are having difficulty.
(CTW-3) Misses deadlines. Is late, unprepared, or absent for team meetings.
(IWT-1) Asks for and shows an interest in teammates’ ideas and contributions.
(IWT-2) Asks teammates for feedback and uses their suggestions to improve.
(IWT-3) Complains or makes excuses.
(KTT-1) Makes sure that teammates are making appropriate progress.
(KTT-2) Gives teammates specific, timely, and constructive feedback.
(KTT-3) Avoids discussing team problems, even when they are obvious.
(EQ-1) Motivates the team to do excellent work.
(EQ-2) Cares that the team does outstanding work, even if there is no additional reward.
(EQ-3) Doubts that the team can meet its requirements.
(KSA-1) Demonstrates the knowledge, skills, and abilities to do excellent work.
(KSA-2) Able to perform the role of any team member if necessary.
(KSA-3) Unable or unwilling to develop new knowledge or skills to contribute to the team.

Instructor Note:

The responses can be aggregated into 5 factors, including:1. CTW– Contributing to the Team’s Work |
2. IWT– Interacting With Teammates |
3. KTT — Keeping the Team on Track |
4. EQ — Expecting Quality |
5. KSA — Having Relevant Knowledge, Skills, and Abilities

Source: Questions contributed by Dr. Sarah Townsend, University of Southern California, who adapted this scale from the following article: Ohland, M. W., Loughry, M. L., Woehr, D. J., Bullard, L. G., Felder, R. M., Finelli, C. J., Layton, R. A., Pomeranz, H. R., & Schmucker, D. G. (2012). The comprehensive assessment of team member effectiveness: Development of a behaviorally anchored rating scale for self and peer evaluation. Academy of Management Learning & Education, 11, 609-630. This paper won the 2013 Maryellen Weimer Scholarly Work on Teaching and Learning Award.

(P-110) POSITIVE & DEVELOPMENTAL FEEDBACK _{Items: 4 Scale: Open}

Intro: Take a few minutes to provide short qualitative feedback for each person on your team, including yourself. Please be both honest and respectful. The goal is to help your teammates by letting them know what they are doing well (positive feedback) and how they could improve (developmental feedback).
….Specifically, please provide TWO pieces of positive feedback and TWO pieces of developmental feedback for each person. Please make your comments constructive, helpful, and specific.
….Remember, your teammates will receive all the comments you and others provide but will not see which of their teammates said which comment.

Scale: Open Ended

1. In the space below, please provide ONE specific strength of this teammate, an area where they have excelled.
2. In the space below, please provide A SECOND specific strength of this teammate, an area where they have excelled.
3. In the space below, please comment on ONE specific weakness of this teammate, an area in which they can improve.
4. In the space below, please comment on A SECOND specific weakness of this teammate, an area in which they can improve.

Source: Question set provided by Dr. Sarah Townsend, University of Southern California, Marshall School of Business.

(P-201) SL - PROJECT TEAM MEMBER WORK QUALITY _{Items: 5 Scale: 1-5}

Intro: Please assess this team member’s behaviors on your project team. Use the full 1 to 5 scale:
…1 or 2 describes a person who never or almost never demonstrates the behaviors
…3 if they sometimes demonstrate the behaviors
…4 or 5 if they consistently demonstrate the behaviors

Scale: Numeric (You may change the number of points.)

Effectively contributes to the team’s work—quality of work, important contributions, helps teammates, meets commitments
Positively interacts with teammates—effectively communicates, encourages and respects others, listens, shares information, participates fully
Keeps the team on track—Helps to plan work and monitor progress, gives helpful feedback to teammates, alerts team when issues arise
Expects Quality—motivates team to do quality work, cares about providing quality help to client, pays attention to client needs and standards
Has relevant knowledge and skills—demonstrates knowledge and skills to perform work, able to perform needed tasks, acquires new knowledge or skills as needed

Source: Boise State Service Learning Program. Questions were drawn from those suggested by the Service Learning Program for team peer assessment. These are to be completed by the student peers within a team.

(P-202) PROJECT TEAM MEMBER PROFESSIONALISM _{Items: 4 Scale: 1-5}

Intro: Please assess this team member’s performance on the following characteristics of their professionalism engaging with the project client and the team. Use the full 1 to 5 scale: 1 = Never demonstrates, 5 = Always demonstrates this characteristic

Scale: 1 -5

Dependability
Initiative
Cooperation
Professional Attitude/Behavior

Source: Boise State Service Learning Program. Questions were drawn from those ordinarily asked of Service Learning partner supervisors about the individual students. These are to be completed, however by the student peers within a team.

(P-203) SL - PROJECT TEAM MEMBER PARTICIPATION _{Items: 2 Scale: Open-ended}

Intro: Please answer the following questions about this team member’s involvement on the project.

Scale: Open Ended

What are one or two major tasks they have taken on with this project? Please comment on the strengths and weaknesses of those contributions.
Please comment on specific areas they can improve their professionalism, and areas they are doing very well. Please make your comments constructive, helpful, and specific.

(P-301) PROJECT CONTRIBUTION POINTS _{Items: 3 Scale: Numeric entry}

Intro: Please assess the contributions of yourself and each of your teammates by entering the appropriate number of points. Consider factors such as attendance and preparation, contributions to solving problems, and teamwork. Enter only the numeric score.
** These evaluations are completely confidential and will never be shown to your team members. Please respond honestly. **

Scale: Numeric

(Allocate from 1 to 100 points) Attendance and project preparation
(Allocate from 1 to 100 points) Contribution to problem solving
(Allocate from 1 to 100 points) Teamwork

Instructor Note:

You can set the maximum number of points to any level. The minimum is ‘1’. But the maximum bay be any number, such as 10, 25, 100, or 1000.
MAKE SURE TO EDIT THE QUESTIONS TO STATE THE CORRECT NUMBER OF POINTS.
The results for this question will appear on the Instructor and Grade Reports, but are NOT included on the Student Report.

Source: Questions contributed by Dr. Nadjim Horri, Coventry University, United Kingdom.

(P-302) PROJECT CONTRIBUTION COMMENT _{Items: 1 Scale: Open-ended}

Intro: Please enter your additional thoughts about this team member’s contribution to the project. For example: Did he/she make any outstanding contributions beyond those listed in the project description? Was the workload evenly distributed within the group?

Scale: Open

Please comment on this team member’s individual contributions to the group.

Instructor Note:
1) The results for this question will appear on the Instructor Report only. They are NOT included on the Student Report.
* Source: Questions contributed by Dr. Nadjim Horri, Coventry University, United Kingdom.

(P-303) CONTRIBUTION COMPARED TO TEAMMATES _{Items: 5 Scale: 1-5}

Intro: A positive and successful team experience builds from team members who actively participate in and contribute to the team’s work. To what extent did this individual, compared to other members of the team….
(Note: Please use the entire scale. It is not possible for all members to perform better than all other members.)

Scale: 1=Not Contributed, 3=Same as Others, 5=Significantly More

Attend and engage in project meetings and tutorials
Communicate and participate in team meetings
Produce work that was high quality, complete and timely
Assist in the leadership and management of the project
Contribute overall to the team and project

(P-304) EXPECTED TEAM BEHAVIORS _{Items: 5 Scale: 0-3}

Intro: Please assess yourself and each member of your group on the following team-oriented behaviors. Use the following scale: 0=Not engaged, 1=Engaged but fell short of my expectations, 2= Met my expectations, 3= Exceeded my expectations.

Scale: 0=None/Not Engaged, 1=Short of Expectations, 2=Equals Expectations, 3=Exceeds Expectations

Contributed to group meetings
Contributed to research for the project
Contributed to managing the project
Communicated, attended and responded with the rest of the group, and with external parties as needed
Demonstrated a collaborative work ethic with the rest of the group

Instructor Note:
* Questions contributed by Dr. Niall O’Leary, Coventry University, United Kingdom.

Team Question Sets

(T-01) TEAM DIAGNOSTIC _{Items: 8 Scale 1-5}

Intro: Highly successful teams tend to apply practices that include open communications, shared efforts, consciously improving team processes, in addition to paying attention to tasks, requirements and deadlines. However, developing these practices often takes effort and time. Please consider the extent to which your team does the following:

Scale: 1-5 Never…Sometimes…Always

My team members help one another as needed.
My team members really listen to each other when exchanging ideas.
My team effectively resolves disagreements.
My team stays focused.
My team plans and tracks the work that needs to be done.
All team members tend to share in the team’s work.
My team actively discusses how it works to try to improve its processes.
My team does not wait until the deadline to complete its work.

Source: * Source unknown

(T-02) TEAM SATISFACTION _{Items: 1 Scale 1-5}

Intro: Please mark how satisfied you are with your experience in this team.

Scale: 1-5 Very Unsatisfied…Somewhat Satisfied…Very Satisfied

Overall, how satisfied are you with your team experience in this class.

Source: * Source unknown

(T-03.a) TEAM STRENGTHS, WEAKNESSES, ACTIONS _{Items: 3 Open-ended}

Intro: You can improve your team processes by being conscious of how you work as a team, and taking time together to determine how to improve. Please consider your team strengths and weaknesses below, then suggest some specific actions it might take to improve.

Open Ended

Considering how your team works together, what things does your team do particularly well?
All teams experience some difficulties. What particular challenges has your team recently faced?
Considering how your team works together, what things does your team need to improve?

Source: * Questions contributed by Dr. Rob Anson, Boise State University.

(T-03.b) TEAM STRENGTHS, WEAKNESSES, ACTIONS,QUESTIONS _{Items: 4 Open-ended}

Open Ended

What did our team do well?
What did we learn?
What should we do differently next time?
What still puzzles us?

Source: Questions contributed by Dr. Daniel Rush, Boise State University.

(T-04) PROGRESS TOWARD EFFECTIVE TEAM FUNCTIONING _{Items: 12 Scale 1-5}

Intro: Below is a list of problem habits many groups face. Consider the extent to which your team exhibits these behaviors. The higher the score, the more challenges your team is facing, and the more need there is for the team to take a focused look at its processes.

Scale: 1-5 Never…Sometimes…Always

Team meetings generally begin 5-15 minutes late
Members often arrive late, leave early, or never even show up for the meetings.
No agenda exists—members simply have a vague notion of what they want to accomplish.
One or two members monopolize discussion throughout the meeting.
Members have not read the assignment, performed the necessary background research, or done what they were expected to do. Consequently, individuals are poorly prepared for the meeting
With words or by appearance, some members clearly convey that they would rather be elsewhere.
Members constantly interrupt each other or talk in pairs without listening to the individual who has the floor.
Issues never get resolved, only put on the back burner until next time.
No follow-up action plan is developed. Members are confused with regard to what the next step is and who is responsible for performing it.
The same individual or individuals end up doing the majority of the work.
Assignments are not completed on time or are completed poorly.

Source: * Adapted from Barbara Oakley, Richard M. Felder, Rebecca Brent, and Imad Elhajj, Turning Student Groups into Effective Teams, 2004, Journal of Student Centered Learning, Vol 2, No. 1, pp. 9-34, New Forums Press, OK. Oakley et al adapted from Jack McGourty and Kenneth P. De Meuse, The Team Developer: An Assessment and Skill Building Program, 2001, John Wiley & Sons, New York.

(T-05) TEAM SATISFACTION: CURRENT VS PRIOR TEAM _{Items: 2 Scale 1-5}

Intro: Please mark how satisfied you have been with both teams you experienced in this class.

Scale: 1-5 Very Unsatisfied…Somewhat Satisfied…Very Satisfied

Considering your CURRENT team in this class, how satisfied are you overall with your current team experience.
Considering your PRIOR team in this class, how satisfied were you overall with your prior team experience.

Source: * Questions contributed by Dr. Rob Anson, Boise State University. Adapted from R. M. Felder & R. Brent, Effective Teaching, North Carolina State University, 2000.

(T-06) TEAM CHANGES _{Items: 1 Text Entry}

Intro: You can improve your team processes by being conscious of how you work as a team, and taking time together to plan how to improve. Please suggest some specific actions your team might take to improve.

Open Ended

Considering how your team is working, what are 2-3 specific changes your team could make to improve?

* Questions contributed by Dr. Rob Anson, Boise State University. Source unknown.

(T-201) AGILE RETROSPECTIVE: TEAM REFLECTION: STRENGTHS, WEAKNESSES, CHANGES _{Items: 4 Text Entry}

Intro: Consider how your team worked during this last sprint to answer the following questions.

Questions: Open Ended

What did we do well?
What did we learn?
What still puzzles us?
What should we do differently next time?

* Designed for Agile Team Sprint Retrospective sessions.
Source: Questions adapted from Ken Schwaber (2004) “Agile Project Management with Scrum”

(T-202) AGILE RETROSPECTIVE: INDIVIDUAL REFLECTION: TASKS, TIME AND IMPEDIMENTS _{Items: 3 Text Entry}

Intro: Please reflect on your individual experience in this past sprint. Everyone’s responses will be anonymously displayed to these questions.

Questions: Open Ended

How long did it take me to complete my tasks?
How accurate were my time estimates?
How often did I encounter any impediments (blockers or issues)

* Designed for Agile Team Sprint Retrospective sessions.
Source: Questions contributed by Dr. Daniel Rush, Boise State University.

(T-203) AGILE RETROSPECTIVE: SCRUM MASTER PEER-LEADERSHIP _{Items: 5 Text Entry}

Intro: Reflect on the ScrumMaster’s peer-leadership during this past sprint. Please answer these questions, which are based on the ScrumMaster duties listed in the PMI’s Agile Practice Guide (p. 154). Your answers will be aggregated with the rest of the team’s answers and shared with the ScrumMaster.

Everyone will answer these, from your individual perspectives. Please make your comments refer neutrally to “The SM …” or “They …”. Do not use their name, or “I”, “He or She”

Questions: Open Ended

Who was the Scrum Master this sprint? (enter name of Scrum Master on this question only)
How did the Scrum Master remove obstacles/impediments that were encountered? How effective were they?
In what ways did the Scrum Master facilitate information radiation? How effective were they?
What things do I want the next Scrum Master to continue?
What things do I want the next Scrum Master to change?

* Designed for Agile Team Sprint Retrospective sessions.
Source: Adapted from the PMI’s Agile Practice Guide (p. 154)

(T-204) FIVE PILLARS OF TEAM EFFECTIVENESS _{Items: 5 Scale: 1-5}

Intro: Please answer the five questions below with complete honesty. This information will be compiled for your team and reported anonymously. These questions represent the five pillars of team effectiveness as determined through extensive research on teams. Teams at Google take these questions in order to better understand how they need to work on improving.

Scale: 1-5 Never…Sometimes…Always

If I make a mistake on our team, it is not held against me.
When my teammates say they’ll do something, they follow through with it.
Our team has an effective decision-making process.
The work I do for our team is meaningful to me.
I understand how our team’s work contributes to the organization’s goals.

These questions were created at Google for teams to take and discuss the results. Each question addresses one of the five pillars of team effectiveness. Please see the Resource Library at PeerAssessment.Com for more information about addressing each pillar.

These pillars include:
• Psychological safety – “If I make a mistake on our team, it is not held against me.”
• Dependability – “When my teammates say they’ll do something, they follow through with it.”
• Structure and Clarity – “Our team has an effective decision-making process.”
• Meaning – “The work I do for our team is meaningful to me.”
• Impact – “I understand how our team’s work contributes to the organization’s goals.”

Source: * re:Work (NA) Tool: Help teams determine their own needs. Accessed on 1/24/2020 from https://rework.withgoogle.com/guides/understanding-team-effectiveness/steps/help-teams-determine-their-needs/

(T-205) TEAM GROWTH MINDSET _{Items: 7 Scale: 1-5}

Intro: These questions are about your team culture. Please answer each question in terms of how well it characterizes how your team works.

Questions: Scale: 1-5 Never…Sometimes…Always

When my team faces setbacks, we apply more effort or find a new strategy.
My team sees mistakes as learning opportunities.
My team seeks out and listens to feedback.
When my team faces setbacks, we apply more effort or find a new strategy.
My team actively uses strategies to improve.
My team asks questions to drive our learning forward.
My team is willing to take risks and try new things.

* Carol Dweck, in her book “Mindset: The New Psychology of Success” identified two mindsets that help explain how students see themselves as learners and influence how they behave as learners. With a Fixed Mindset, people believe their basic qualities such as intelligence or talent, are fixed entities that they can’t change. With a Growth Mindset, people believe that their intelligence, talents and abilities can be developed through persistence, effort and hard work. Many have applied these mindsets to the team level.

Source: Questions are adapted from Mandi Dimitriadis. (NA) 10 Growth Mindset Questions To Ask Students. Makers Empire Accessed on 1/24/2020 from https://www.makersempire.com/promoting-growth-mindsets-with-makers-empire/

(T-206.a) TEAM INCLUSIVITY _{Items: 8 Scale: 1-5}

Intro: The following questions describe how welcoming and inclusive your team is to you and to the other team members. Please consider and respond to each question separately on the 1 to 5 scale. Use 1 if you Never experience, a 5 if you Always do, and a 2 – 4 if you experience it less or more often. ** NOTE: Responses to this question will be shared only with your instructor, NOT with your teammates. **

Questions: Scale: 1-5 Never…Sometimes…Always

I feel like I belong in my team.
I can voice a contrary opinion without fear of negative consequences.
Perspectives like mine are included in decision making.
My team values and respects all of the team members.
My team believes that people can greatly improve their talents and abilities.
My team fairly divides up the tasks that must be completed.
I attend to other’s reactions, needs and feelings, and adapt my behavior in response.
I act responsibly and consistently with the interests of the team in mind.

(T-206.b) TEAM INCLUSIVITY (ABET DEFINITION) _{Items: 7 Scale: 1-5}

Questions: Scale: 1-5 Never…Sometimes…Always

I feel like I belong in my team.
I can voice a contrary opinion without fear of negative consequences.
Perspectives like mine are included in decision making.
My team values and respects all of the team members.
My team believes that people can greatly improve their talents and abilities.
My team fairly divides up the tasks that must be completed.
My team effectively sets goals, then plans and tracks the work that needs to be done.

* Responses from these questions will NOT be shared directly with your students. You may chose to do so by summarizing the responses found in the Instructor Report.
* These questions were designed to address the 2019-2020 changes to ABET Accreditation student outcome criterion (5). “An ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives”.
* These questions were adapted from Steven Huang, Head of Diversity and Inclusion at Culture Amp. https://www.cultureamp.com/blog/5-diversity-and-inclusion-questions-to-use-at-your-company/
– Questions 1-3 address a team member’s feeling that they belong, can speak up, can be a part of decisions. Higher ratings suggest a safer environment.
– Question 4 was added to this set from inclusion question lists.
– Question 5 measures the “Growth Mindset”.
– Question 6 represents team organization and fairness.
– Question 7 addresses an additional aspect of ABET

(T-301) TEAM MANAGEMENT _{Items: 2 Text Entry For: Workplace}

These questions are designed for Workplace use

Intro: Suggest further changes, at the team level, based on the questions asked below.

Questions: Open Ended

What can the project manager do to improve project implementation preparedness and execution?
What is one thing you would like to see has changed six months from now?

* Source: Kenny Rencher, Fishers Technologies.

(T-302) CROSS-TEAM FUNCTIONS _{Items: 1 Scale: 1-5 For: Workplace}

These questions are designed for Workplace use

Intro: The following questions are related to your team’s work with other teams.

Scale: 1-5 Never…Sometimes…Always

My team communicates effectively to other teams and enables other teams to improve their performance.

* Source: Kenny Rencher, Fishers Technologies.

Other Question Sets

(O-04) CONFIDENTIAL TEAM COMMENTS _{Items: 1 Text Entry}

Intro: The results for this question will only be shared with your instructor.

Open Ended

Please include any additional confidential comments about your team on this assignment? Are there any issues you wish to report?

Source: Questions contributed by Dr. Rob Anson, Boise State University.

(O-05) PROJECT COMMENTS _{Items: 1 Text Entry}

Intro: The results for this question will only be shared with your instructor.

Scale: Open Ended

Please comment on the Project as a learning experience. Please note aspects that promoted learning and/or aspects that were not constructive.

Source: Questions contributed by Dr. Rob Anson, Boise State University.

(O-06) TEAM MEMBER PREFERENCES _{Items: 2 Text Entry}

Intro: These questions will only be shared with the instructor–they will not be seen by others on your team.

Open Ended

With whom on this team (if any) would you most like to work with on a team again? Why?
With whom on this team (if any) would you prefer not to work with on a team again? Why?

Source: Questions contributed by Dr. Rob Anson, Boise State University.

(O-07) OTHER COMMENTS _{Items: 1 Text Entry}

Intro: Please discuss any further issues. Your responses will only be seen by the instructor; they will not be shared with your team members.

Open Ended

Do you have other comments to share with your instructor?

Source: Questions contributed by Dr. Rob Anson, Boise State University.

(O-201) MANAGER EVALUATION _{Items: 15 Scale: 1-5 For: Workplace}

These questions are designed for the Workplace

Intro: No one has a more immediate impact on employee engagement, productivity, and workplace satisfaction than direct managers of staff. Yet, most performance evaluation models are top-down—employees receive feedback from the people they report to, but managers rarely receive feedback from the people they manage. Please consider the extent to which your manager does the following:

Scale: 1-5 Never…Sometimes…Always

Research indicates “great” managers listen well, motivate others, and consistently make good decisions. My manager demonstrates these traits.
Research indicates “great” managers are passionate about their work and compassionate toward others. My manager demonstrates these traits.
I receive an adequate level of feedback from my manager about my work performance?
My manager has a solid grasp on the business as a whole beyond just his or her role or department.
My manager communicates individual and team objectives clearly.
My manager effectively communicates expectations so that I clearly understand what is expected of me from his/her point of view.
My manager gives me actionable feedback that helps me improve my performance.
My manager does not “micromanage” my work (i.e., get involved in details that are my responsibility).
My manager’s actions show that he/she values the perspective I bring to the team, even when it is different from his/her own.
My manager keeps the team focused on our priority results/deliverables.
My manager regularly shares relevant information from his/her manager and senior leaders.
My manager has had a meaningful discussion with me about career development in the past six months.
My manager communicates clear goals for our team.
My manager has the technical expertise (e.g., coding in Tech, selling in Global Business, accounting in Finance) required to effectively manage me.
I would recommend my manager to others.

* Source: Kenny Rencher, Fishers Technologies.

(O-202) ADDITIONAL MANAGEMENT EVALUATION _{Items: 3 Text Entry For: Workplace}

These questions are designed for the Workplace

Intro: <<Your manager will only be able to view responses to these questions anonymously–as aggregated results.>>
Please provide feedback to the following questions.

Open Ended

What would you recommend your manager keep doing?
What would you recommend your manager change about his or her approach to management?
What could your manager do to make your work experience more meaningful for you personally?

* Source: Kenny Rencher, Fishers Technologies.

(O-203) MANAGER SATISFACTION _{Items: 2 Scale: 1-5 For: Workplace}

These questions are designed for Workplace use

Intro: <<Your manager will only be able to view responses to these questions anonymously–as aggregated results.>> Please mark how satistified you are with your manager’s performance.

Scale: 1-5 Very Unsatisfied…Somewhat Satisfied…Very Satisfied

Overall, how satisfied are you with your manager’s overall performance as a manager.

* Source: Kenny Rencher, Fishers Technologies.

BELOW ARE 3 SETS OF SURVEY QUESTIONS TO GAUGE STUDENT PERCEPTIONS OF THE PEER ASSESSMENT PROCESS.

We encourage you to add the first 4 question sets (O-901, O-902, O-903, O-904) to the final peer assessment of your class.

The findings will help you improve use of peer assessments in your class, and can assist researchers in understanding student perceptions of peer assessments.

For more information contact: [email protected]

(O-901) Student User Survey A | Part_1 Inclusion _{Items: 5 Scale 1-5}

Intro: The following questions describe how inclusive your team is to you and other team members. Please consider and respond to each question separately on the 1 to 5 scale. Use 1 if you Never experience, a 5 if you Always do, and a 2 – 4 if you experience it less or more often.
**This information is used for research about peer assessment. It will not be used for grading.**

Questions: Scale: 1-5 Never…Sometimes…Always

This team valued and respected every one of its team members.
I could voice a contrary opinion without fear of negative consequences.
Perspectives like mine were heard and included in the team’s decision making.
The team worked together professionally, without bias for or against certain members.
Tasks were fairly divided among all team members.

Instructor Notes:
• Responses from these questions will NOT be shared directly with your students.
• I would appreciate it if you would consider including these questions in your final peer assessment. I hope you will find the responses from your class helpful to fine tune your own assessment practices. For the community, I will share an anonymous summary of the overall results as a benchmark. Thank you, Rob Anson

Source:
These questions were adapted from Steven Huang, Head of Diversity and Inclusion at Culture Amp. https://www.cultureamp.com/blog/5-diversity-and-inclusion-questions-to-use-at-your-company/
– Question 1 was added to this set from inclusion question lists.
– Questions 2-3 address a safe team environment, where members can speak up, can be a part of decisions. Higher ratings suggest a safer environment.
– Questions 4-5 represents team organization and fairness

(O-902) Student User Survey A | Part_2 Assessment Satisfaction _{Items: 2 Scale 1-5}

Intro: Please mark how satisfied you are with the peer assessment and system used.
**This information is used for research about peer assessment. It will not be used for grading.**

Questions: Scale: 1-5 Very Unsatisfied…Somewhat Satisfied…Very Satisfied

How satisfied are you with how your peers have so far assessed your performance?
How satisfied are you with the peer assessment system used to manage the assessment?

Source:
These questions were developed by Dr. Rob Anson (PeerAssessment.Com) and Dr. Neil Tsang (Coventry University)

(O-903) Student User Survey A | Part_3 Assessment Accuracy and Impact _{Items: 5 Scale 1-5}

Intro: Please answer the following questions regarding the fairness and impact of the assessments.
**This information is used for research about peer assessment. It will not be used for grading.**

Questions: Scale: 1-5 Very Unsatisfied…Somewhat Satisfied…Very Satisfied

I fairly and accurately assessed my teammates’ contributions to the team.
In previous assessments, my teammates fairly and accurately assessed my contributions to the team.
Assessment feedback I received from my peers in earlier assessments helped me improve my teamwork later.
I put more effort into my team because I knew there would be a peer assessment.
I think that student group projects, in any course, should include peer assessments.

Instructor Notes:
• These questions should only be used after feedback from the 1st assessment has been distributed to students.
• Responses from these questions will NOT be shared directly with your students.
• I would appreciate it if you would consider including these questions in your final peer assessment. I hope you will find the responses from your class helpful to fine tune your own assessment practices. For the community, I will share an anonymous summary of the overall results as a benchmark. Thank you, Rob Anson

Source:
These questions were developed by Dr. Rob Anson (PeerAssessment.Com) and Dr. Neil Tsang (Coventry University)

(O-904) Student User Survey A | Part_4 Comments _{Items: 2 Scale Open-Ended}

Intro: Your feedback and suggestions are important. We would appreciate any comments you could share regarding the peer assessment and your team interactions.
**This information is used for research about peer assessment. It will not be used for grading.**

Questions: Open-Ended

Please consider prior peer assessments in this course. Discuss how you and your team reacted to, or were impacted by, the assessments and assessment results. If there were positive impacts, describe those impacts and what may have caused them? If there were no, or negative, impacts discuss why you think the assessments were not effective?
Without naming names, discuss how your team members interacted across the project. Were interactions professional and unbiased? Were tasks fairly assigned to all team members? Were contributions made by all members?

Source:
These questions were developed by Dr. Rob Anson (PeerAssessment.Com) and Dr. Neil Tsang (Coventry University)

(O-911) Student User Survey B | Part_1 Use (use after any assessment) _{Items: 5 Scale 1-5}

Intro: Please answer the following questions regarding the peer assessment use from your perspective. It is important to answer them honestly. Your responses are intended to help improve the assessment process and will not be used for grading.

Questions: Scale: 1-5 Never…Sometimes…Always

It was easy to use this peer assessment system.
This peer assessment was a fair and impartial way to assess individual contributions to the team.
The peer assessment questions were appropriate for assessing contributions of other team members to our group assignment.
It took a reasonable amount of time to complete the peer assessment.
I prefer that all student group projects include peer assessments.

Instructor Notes: I would appreciate it if you would consider including these questions in your final peer assessment. I hope you will find the responses from your class helpful to fine tune your own assessment practices. For the community, I will share an anonymous summary of the overall results as a benchmark. Thank you, Rob Anson

Source: Loosely adapted from Mark Freeman and Jo McKenzie, SPARK, A confidential web-based template for self and peer assessment of student teamwork: benefits of evaluating across different subjects, 2002, British Journal of Educational Technology, Vol 33, No 5, pp 551-569, Blackwell Publishers Ltd, Massachusetts.

(O-912) Student User Survey B | Part_2 Outcomes (use after 1st assessment) _{Items: 6 Scale 1-5}

Intro: Please answer the following questions regarding the peer assessment outcomes from your perspective. It is important to answer them honestly. Your responses are intended to help improve the assessment process and will not be used for grading.

Scale: 1-5 Never…Sometimes…Always

I fairly and accurately assessed my teammates contributions to the team.
My teammates fairly and accurately assessed my contributions to the team.
The ratings and comments I gave myself were very consistent with those given to me by my peer team members.
Giving feedback to others helped me think more deeply about my own team contributions.
The peer assessment feedback I received will help me improve my future team contributions.
I put more effort into my team because I knew there would be a peer assessment.

Source: Loosely adapted from Mark Freeman and Jo McKenzie, SPARK, A confidential web-based template for self and peer assessment of student teamwork: benefits of evaluating across different subjects, 2002, British Journal of Educational Technology, Vol 33, No 5, pp 551-569, Blackwell Publishers Ltd, Massachusetts.

(O-913) Student User Survey B | Part_3 Comments (use after any assessment)_{Items: 1 Text Entry}

Intro: Your feedback and suggestions are important. We would appreciate any comments you could share regarding the student team peer assessment(s) used in this class. Were they effective or not for you and your team? How could the process or quality of feedback be improved? Your responses are intended to help improve the assessment process and will not be used for grading.

Open Ended

Please share any thoughts regarding the student team peer assessment(s) used in this class. Were they effective or not for you and your team? How could the process or quality of feedback be improved?

(O-921) Student User Survey C | Part_1 (Use After Any Assessment) _{Items: 8 Scale: 1-5}

Intro: Please answer the following questions regarding this peer assessment system, the questions, the app, and the process of using peer assessment to give constructive feedback on team performance. Your responses will be used to improve this process.

Questions: Scale: 1-5 Never…Sometimes…Always

The peer assessment system was easy to use.
The peer assessment process helped me think and learn more about teamwork.
The peer assessment questions were appropriate for assessing contributions to team assignments.
The peer assessment questions identified aspects of teamwork I hadn’t thought about before.
Did the peer assessment feedback you received encourage you to improve your teamwork in the future.
I gave an honest assessment of myself and team members.
This peer assessment was a fair way to assess team contributions.
I put more effort into my team because I knew there would be a peer assessment.

Source: Adapted from Mark Freeman and Jo McKenzie, SPARK, A confidential web-based template for self and peer assessment of student teamwork: benefits of evaluating across different subjects, 2002, British Journal of Educational Technology, Vol 33, No 5, pp 551-569, Blackwell Publishers Ltd, Massachusetts.

(O-922) Student User Survey C | Part_2 Impact (use after 1st assessment)_{Items: 5 Scale: 1-5}

Intro: Please answer the following questions regarding the results you received from prior peer assessment(s) in this class. Your responses will be used to improve this process.

Questions: Scale: 1-5 Never…Sometimes…Always

Did you read results from prior peer assessment(s) in this class?
Did you discuss results from the assessment(s) with your other team members?
Were your own self ratings and comments consistent with those from your peer team members?
Were your contributions to the team fairly and accurately assessed by your peer team members?
Was the feedback useful for you to identify changes to how you could work with your team more effectively?

(O-923) Student User Survey C | Part_3 Comments (Use After any assessment)_{Items: 5 Scale: Open-Ended}

Intro: Please give your feedback regarding this peer assessment and its effectiveness. You may also wish to make suggestions, or share concerns or questions.

Questions: Open-Ended

Please comment on the peer assessment process and results.