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Teams Assessing Teams: How Assessment is Affected by Team Member Personality Traits

机译：团队评估团队：团队成员的人格特质如何影响评估

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In architectural and civil engineering design, effective team collaboration is critical to creating functional built environments. To prepare future engineers for careers involving collaboration, this research paired first year engineering students with similar extraversion Five Factor Model scores in dyads to complete an introductory bridge design project. To understand the benefits of this type of pairing, 29 teams were tasked with designing and constructing Popsicle stick bridges, with data collected over several semesters. During the project, students completed a peer review activity in which one team would attempt to build, and subsequently generate feedback about another team's design. Every dyad had an opportunity to generate feedback for another design, as well as receive feedback about their design. The students completed pre- and post-test assessments to provide their perceptions about their own designs before and after this prototyping activity. The analysis focused on the dynamics of team agreement regarding perceptions of the design and documentation. The paper finds correlations of Openness and Agreeableness to shifts in perception of performance in the design. Correlations were also found related to these factors as well as conscientiousness for perception shifts related to documentation tasks. The findings of this research generally align with related prior works and illustrate how team personality traits can be tied to the way that the same type of formative feedback can be received differently by students.
机译：在建筑和土木工程设计中，有效的团队协作对于创建实用的构建环境至关重要。为了使未来的工程师为参与合作的职业做好准备，本研究将一年级的工程学学生与双胞胎中类似的外向性五因子模型得分配对，以完成一个入门性桥梁设计项目。为了了解这种配对的好处，有29个团队受命设计和建造冰棒棍状桥，并收集了几个学期的数据。在项目过程中，学生完成了一个同行评审活动，其中一个团队将尝试建立该团队，然后就另一个团队的设计产生反馈。每个二元组都有机会为另一个设计生成反馈，并获得有关其设计的反馈。学生完成了测试前和测试后的评估，以提供他们在原型制作活动之前和之后对自己设计的看法。分析的重点是团队对设计和文档理解的共识。本文发现了开放性和宜人性与设计性能感知变化之间的相关性。还发现与这些因素相关的相关性，以及与文档任务相关的观念转变的认真性。这项研究的结果通常与相关的先前研究相吻合，并说明了团队人格特质如何与学生可以不同地接收相同类型的形成性反馈的方式联系在一起。

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