Although the evaluation of teams with multiple levels of hierarchy has been carried out over the years, this method has never been formalised and published with theoretical models until this actual research project and has not been taught at university and college levels, except for the work of Professor Nance[1]. Both individuals have the same evaluation in the traditional evaluation model, in contrast to the Hierarchical Aggregate Assessment (HAA), where the evaluation varies with the team member's hierarchical rank. This type of evaluation provides ratings on the role to be completed and on soft skills for leadership. This brings improvements to the traditional appraisal theories and paradigms. In the outcomes, the roles assigned to the participants and the evaluation tasks, a hierarchy is found. Hierarchical Aggregate Assessment (HAA) thus means a hierarchy of team members, tasks for evaluation and outcomes for evaluation. A description, a method, hypotheses, two software applications that computerised the aggregation process and four experiments are included in the actual analysis. For a long time, the computerised evaluation of teams at many hierarchical levels has existed, albeit in the area of information systems management (MIS). In the field of education, however, little research has been conducted. The theory of HAA is based on the evaluation of classes with many levels of hierarchy in education. This evaluation process is carried out in a tree-like organisation similar to those in information systems management systems (MIS). The process is carried out in three stages, the first step consists of team forming and the attribution to team members of hierarchical ranks, which is the aggregation process, the second phase is the presentation to the student of a test or evaluation assignment performed in team and the third phase is the dislocation of the team and the return to the initial phase until the course is completed. The curriculum management of the course consists of this iterative process. As the process iterates, evaluation data is gathered as summative (marks and scores) and formative evaluation (self-assessment and peer evaluation) data through the process that can be used to evaluate the progress of the course or to direct students for change, further study would be done for growth. Teamwork via computer applications that could be applied in parallel programming, cloud computing and distributed computing paradigms with multiple hierarchy level evaluation tasks in the Hierarchical Aggregate Assessment (HAA) area. Software software for Hierarchical Aggregate Assessment (HAA) may also be seen as a broad electronic portfolio of teamwork recording team work, results, outcomes, ratings, marks, and even self-assessment of team members and peer review for the entire length of the course. It may also be useful to research group dynamics, soft skills, soft skills leadership ability, resistance to change and impact on work environments in computer applications for teamwork evaluation.
Author(s) Details
Département d'éducation et pédagogie, Faculté des sciences de l'éducation, Université du Québec à Montréal (UQÀM), Montréal, QC, Canada.
Pr. Gilles Raîche
Département d'éducation et pédagogie, Faculté des sciences de l'éducation, Université du Québec à Montréal (UQÀM), Montréal, QC, Canada.
Pr. Martin Riopel
Département d'éducation et pédagogie, Faculté des sciences de l'éducation, Université du Québec à Montréal (UQÀM), Montréal, QC, Canada.
Mr. Frédérick Fortin
Département d'éducation et pédagogie, Faculté des sciences de l'éducation, Université du Québec à Montréal (UQÀM), Montréal, QC, Canada.
Mrs. Dalila Sebkhi
Département d'éducation et pédagogie, Faculté des sciences de l'éducation, Université du Québec à Montréal (UQÀM), Montréal, QC, Canada.
Mr. Yves Otis
Département d'éducation et pédagogie, Faculté des sciences de l'éducation, Université du Québec à Montréal (UQÀM), Montréal, QC, Canada.
View Book :- https://bp.bookpi.org/index.php/bpi/catalog/book/357
No comments:
Post a Comment