ASSESSMENT OF TEAMWORK COMPETENCE THROUGH AN EVALUATION RUBRIC

This paper describes the development and results of the introduction of evaluation rubrics for assessing of university students' teamwork competence. The application of this methodology is contextualized in the subject of Electrical Installations at the School of Architecture at the Universitat Politècnica de València (UPV). The aim of this paper is to analyse whether the use of the evaluation rubrics increases interest, motivation and teamwork of students so that their Cooperative Learning (CL) is improved. The results of this experience show that the use of evaluation rubrics improves the students’ ability to work in teams and that the proposed innovation has led to an improvement in the teaching-learning process.

Goals:
The aim of this work is to analyse the use of the evaluation rubrics for the assessment of teamwork competence. Indeed it is analysed whether the use of evaluation rubrics increases interest, motivation and teamwork of university students so that their Cooperative Learning (CL) is improved. In order to fill out the evaluation rubrics it is used the ODISEA platform, based on a Cloud technologies.

Method:
Electrical Installations (INEL) is a mandatory subject in the third course of the Bachelor’s Degree in the Fundamentals of Architecture (6 ECTS credits), hosted by the School of Architecture at the UPV, in Spain. The innovation has been applied to three groups (A, D and F) with an average 62 students per group during the academic course 2014/2015.
INEL is divided in two blocks where each one addresses a different project. The work described in this article, is part of the second block, which focuses on a lighting project. To develop both projects a cooperative work methodology was established in which a total of 28 teams were organized among students. Every team ranged from 4 to 6 students.

Results and discussion:
The results obtained have been assessed throughout an evaluation form filled in by the students after each one of the projects.

Descriptive Analysis: Out of the total 123 students, 40 belong to group A, 39 to group D and 44 to group F.

Analysis of the experience: The results of the experience show that students consider the use of the evaluation rubrics, and the fact of knowing that their peers were going to assess their ability to work in a team, improve their ability to work together. The study also reveals that the use of evaluation rubrics as a way to encourage teamwork of students contributes to increase interest in the subject and motivation to perform the work. Despite these positive results of use of rubrics, also it is found that students prefer not value their peers. Finally, the results show that, in general terms, students value the experience positively.

Conclusions:
This paper has described the application of the use of evaluation rubrics for the assessment of the teamwork competence in the area of Architecture. The results of the experience indicate that students feel very positive and satisfied with the experience. In particular, the use of evaluation rubrics increases interest, motivation and teamwork of students so that their Cooperative Learning (CL) is improved.
The use of rubrics can be an ideal complement for improving collaborative work and experiences that require students to work in teams.