Goal 1: To cultivate intellectual and practical skills that are practiced extensively,
across the curriculum, in the context of progressively more challenging problems,
projects, and standards for performance
Domain 1.7: Teamwork and Problem Solving
Teamwork and Problem Solving
Definition: Teamwork refers to behaviors under the control of individual team members (effort they
put into team tasks, their manner of interacting with others on team, and the quantity and
quality of contributions they make to team discussions) that contribute to the collaborative
process of designing, implementing, and evaluating a strategy to answer an open-ended
question or achieve a desired goal.
Instructors may use any or all of the behavioral achievements appearing in the list under each
performance level using the levels provided here (4, 3, 2, 1).
4
Behavioral
Achievement
and/or Quality
of Work
• Helps the team move forward
by articulating the merits of
alternative solutions
• Engages team members in ways
that facilitate their
contributions by synthesizing
the contributions of others and
noticing when someone is not
participating; inviting them to
engage
• Contribution is thorough,
advances the solution, and
proactively helps other team
members complete their
assigned tasks to a similar level
of excellence
• Routinely uses time well
• Addresses conflict directly and
constructively, helping to
manage/resolve it in a way that
strengthens overall team
cohesiveness and future
effectiveness
• Reviews results relative to the
problem defined with thorough,
specific considerations of need
for further work
Performance Levels
3
2
• Offers alternative
solutions that build on
the ideas of others
• Engages team members
by constructively building
upon the contributions
of others
• Contribution is thorough
and advances the
solution
• Usually uses time well
but may have
procrastinated on one
thing
• Addresses and attempts
to identify and resolve
conflict between team
members
• Reviews results relative
to the problem defined
with some consideration
of need for further work
• Offers new suggestions to
advance the solution to
the problem
• Engages team members by
restating the views of
other team members
and/or asking questions
for clarification
• Contribution advances the
solution
• Tends to procrastinate,
but always gets things
done by the deadlines
• Manages conflict by
redirecting focus toward
common ground or task at
hand
• Reviews results in terms of
the problem defined with
little, if any, consideration
of need for further work
1
• Does not advance the solution
to the problem
• Rarely engages team members
by taking turns and listening to
others without interrupting
• Contributions usually need to
be checked or re-done by
others to insure quality
• Rarely completes tasks by
deadline. Group has to adjust
deadlines or work
responsibilities because of this
person’s inadequate time
management
• Does not contribute to conflict
resolution among team
members
• Reviews results superficially in
terms of the problem defined
with no consideration of the
need for further work
Raw number of
students achieving
at this level.
Number of students who participated in this assessment
but failed to meet Performance Level 1.
This template is adapted from the VALUE (Valid Assessment of Undergraduate Education) rubric of the Association of American Colleges and
Universities.
Page 2 of Reporting Template
Department/Program:
Semester, Year of Assessment:
Assessment Method: Course(s) Number (not section), student work product that was evaluated, brief
description of the rubric or evaluation instrument used (a copy would be appreciated.)
Executive Summary: Please briefly describe your findings, and your interpretations of the findings.
Recommendations: Please provide any suggestions you have for improvement (e.g., from minor
adjustments to the course, to changes to the assessment method, to major changes in KU’s approach to
the learning goal)