These results reiterate the necessity to train students as evaluators in order to reduce bias when evaluating their classmates and co-workers during their academic and professional careers.ĭurante el curso 2011-12 se ha impartido por primera vez Proyecto I, una asignatura de segundo curso y obligatoria en todos los grados de Ingeniería impartidos en la Escuela Superior de Ingeniería Industrial de Barcelona de la Universitat Politècnica de Catalunya BarcelonaTech (UPC).Įsta asignatura se ha diseñado con el objetivo de iniciar al alumnado en la realización de proyectos de ingeniería, consolidando y aplicando por un lado los conocimientos previamente adquiridos a la vez que se conforma como asignatura clave, puesto que es la primera toma de contacto del alumnado con las competencias genéricas. Students with expressive social style received the highest scores, while the analytical style received the lowest scores. The evaluator’s social style also demonstrated a statistically significant effect on the marks given for appearance, though not for content. A statistical analysis of these scores revealed that the speaker’s social style had a significant effect on the marks received for content and appearance. Students individually rated the content and appearance of their classmates’ presentations. The participants completed a self-evaluation exercise that classified their social styles into one of four categories: Driver, expressive, analytical, or amiable. We studied the effects that speakers’ and evaluators’ social styles have on the marks given for end-of-term presentations in a project engineering master’s course. Some studies suggest that social style may influence the way in which an individual’s performance is evaluated. An individual’s social style is determined by behavioral patterns in the interactions with their peers.
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