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Educational and Psychological Measurement
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Development of a Theory-Based Assessment of Team Member Effectiveness

Misty L. Loughry

Georgia Southern University, mloughry{at}georgiasouthern.edu

Matthew W. Ohland

Purdue University

D. DeWayne Moore

Clemson University

This article describes the development of the Comprehensive Assessment of Team Member Effectiveness. The authors used the teamwork literature to create potential items, which they tested using two surveys of college students (Ns = 2,777 and 1,157). The authors used exploratory factor analysis and confirmatory factor analysis to help them select items for the final instrument. The full instrument has 87 items that measure 29 types of team member contributions with 3 items each. These fall into five categories (contributing to the team's work; interacting with teammates; keeping the team on track; expecting quality; and having relevant knowledge, skills, and abilities). A short version of the instrument has 33 items. Potential uses for the instrument and suggestions for future research are discussed.

Key Words: measure • peer evaluation • self evaluation • teams • team member effectiveness

Educational and Psychological Measurement, Vol. 67, No. 3, 505-524 (2007)
DOI: 10.1177/0013164406292085
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Home page
 Canadian Journal of School PsychologyHome page
Lijuan Wang, C. MacCann, Xiaohua Zhuang, O. L. Liu, and R. D. Roberts
Assessing Teamwork and Collaboration in High School Students: A Multimethod Approach
Canadian Journal of School Psychology, June 1, 2009; 24(2): 108 - 124.
[Abstract] [PDF]