Abstract:

The Universitat Politècnica de València (UPV) (Valencia, Spain), taking into account the most important standards and guidelines as well as national and international scientific literature, has listed 13 generic skills. These skills synthesize a profile that has to be acquired by all the students at the UPV. Competency-based learning supposes a completely different way of curricular organization and teaching and learning methods. The challenge we face now is how to develop assessment strategies for these 13 generic skills according to Bologna Process. These strategies should be focused on the students for a better learning.

In this research, we develop an educational innovation for “Teamwork ability”. Our goal is to measure this generic skill in students from a 180 degree point of view. For that, we use the CATME-BARS scale. One of the scales to measure the effectiveness of teamwork is the CATME (Comprehensive Assessment of Team Member Effectiveness).

This scale evaluates 5 dimensions:
i) The contribution of each one to team’s work (measured by 24 items);
ii) Interaction with teammates (measured by 30 items);
iii) Keeping the team on track (measured by 21 items);
iv) The expectation of quality (measured by 6 items);
v) The relevance of their knowledge, skills and abilities (measured by 9 items).

This questionnaire was adapted to a BARS version (Behaviorally Anchored Rating Scale) for an educational context, which meant a remarkable reduction of items, going from 90 to 45 items, which was called the CATME-BARS. In our case, we are using this latest version. To analyze this skill, students are organized in teams (3-5 students) to face a task. Students evaluate themselves and their classmates based on these 5 dimensions. At the end, we have a self-assessment grade for each student and a second one for co-evaluation.

We are developing this project in our University in bachelor’s degree in Business Administration and Management. The course is “Marketing Management”. There are four different groups: morning sessions, afternoon sessions, English group and the group who is obtaining the double degree of Business Administration and Management and Telecommunications Engineering. To determine the profile of the students, the different variables considered are: Group, Gender, Erasmus and Working.

The objective is to study the discrepancies between the self-evaluation and the co-evaluation in relation to the 4 descriptive variables. To verify if there are significant differences between the results, a cross-tabulation of mean values is performed. As a statistical test, the Snedecor F test is used. No significant differences are found between them. Therefore, it can be said that the CATME-BARS scale is valid to evaluate all types of students in Business Administration and Management courses.

Keywords:

Generic skills, profile, competency-based learning, CATME-BARS scale, 180 degree assessment.