The assessment of teamwork competencies for students focuses on dimensionality and mixed-method assessment

Abstract

The challenges of assessing teamwork competency, which internal structures can be multidimensional and complex. It is necessary to assess of the teamwork competency as unidimensional or multidimensional structures and perform assessments in a variety of ways to ensure accuracy and accuracy from the assessment. The research objectives were to assess the dimension of students’ teamwork competencies and to assess students’ teamwork competencies using mixed methods assessment. Participants were 385 students in advanced professional innovation scholarship undergoing empowerment process for dimensional and quantitative assessment, 10 experts panel for setting cut-off score of assessment criteria, and 40 students for qualitative assessment. Research instrumentations were teamwork competency self-assessment digital form, the setting questionnaire of the cut-off score of assessment criteria for expert judgment, and an interview form for qualitative assessment. Data were analysed by mean, standard deviation, Eigen value, one-way multivariate analysis of variance (one-way MANOVA), thematic analysis. Research results found that: The teamwork competencies were appropriate for multi-dimension assessment, the ratio between the Eigen value of factor 1 toward the Eigen value of factor 2 was equal to 1.078. Quantitative assessment of teamwork competencies, Building a team relationship (BTR) at high to a very high level, participation in a team exchange (PTE) at a high level, adapting and creating a team atmosphere (ACT) at a very high level, and supporting a team (STE) high to a very high level. In addition, the main effect (region) on BTR and STE, the results showed that there were statistically significant region differences with small to moderate effect size, but on PTE and ACT, the results showed that there were no statistically significant region differences. Qualitative assessment of students’ perspective reflects the reasons for the teamwork competencies found that significant of building a team relationship comprised nineteen-theme (Priority three: Make a success of the team, good working friendship, and it's easy to build harmony and grouping with friends) and significant of supporting a team comprised six-theme Priority three: Reduce conflicts, Strengthen teamwork, and Make it work better). The quantitative assessment of teamwork competencies reflects to appropriate for multi-dimension assessment, and the qualitative assessments also support the explanation of teamwork competencies with multidimensional characteristics of students.