Developing Leadership Skills Using Peer Evaluation: A Study Using a Web-Based Instrument

Abstract

Student levels of objectivity and maturity are often tested when involved in evaluating their own work or the work of their peers during project- based activities. Equally faculty have difficulty in assessing students and assigning grades when students are in project teams with often a single grade being used to assess the performance of all team members. Using a sample of students on a leadership and communication course a constructivist approach to their learning was adopted in terms of their active involvement in their own assessment processes, whilst being part of a leadership development process. The objective of the research was to evaluate a web-based instrument The Comprehensive Assessment of Team Member Effectiveness (CATME, 2016) in terms of students using evaluation data as a basis for their own and peer assessment and thereby contributing to their levels of objectivity and leadership maturity. The research commenced with identification and selection of a sample of stakeholders including faculty and students who were involved in the process of student assessment and peer evaluation. This provided a platform of critical issues likely to relate to the objectivity of the assessment process and the leadership standing of the students. These issues were used to inform and design semi-structured interviews to obtain qualitative data from students as they participated in the CATME activities. Students were interviewed at the beginning, middle and end of the project to obtain responses on their reactions to the CATME experience. Audio data was transcribed and coded and emerging categories identified. A pre and post course leadership questionnaire was administered to determine any shift in the leadership profile of participating students as a result of their experience. Analysis of the CATME experience and the leadership profile information was used to inform recommendations regarding the usefulness of CATME in assisting students to adopt a more objective stance in their self and peer evaluation activities and add to their leadership stature. The research is intended to contribute to a process of student leadership development and guide faculty in objective team assessment.