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Canadian Journal of School Psychology
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Assessing Teamwork and Collaboration in High School Students

A Multimethod Approach

Lijuan Wang

University of Notre Dame

Carolyn MacCann

University of New South Wales

Xiaohua Zhuang

Rutgers University

Ou Lydia Liu

Educational Testing Services

Richard D. Roberts

Educational Testing Services, RRoberts{at}ets.org

Various policy papers assert that teamwork is an essential skill for the 21stcentury workforce. However, outside of organizational psychology research with adult populations, there are few reliable assessments of this construct with suitable validity evidence for test scores. To redress this issue, self-report, situational judgment, and teacher-report assessments of teamwork were developed for high school students. Various multivariate techniques were used to determine the structure of the scales, including factor and latent class analysis. Measures showed reasonable reliability and satisfactory validity evidence: Self-report, situational judgment, and teacher-report measures intercorrelated, and these measures also related to academic achievement. The advantages and disadvantages of each methodology are discussed, as are possible uses of this assessment system (e.g., evaluation of school-based programs that infuse curricula with modules on teamwork).

Key Words: teamwork • situational judgment test • teacher ratings • academic achievement • latent class analysis • structural equation modeling

Canadian Journal of School Psychology, Vol. 24, No. 2, 108-124 (2009)
DOI: 10.1177/0829573509335470
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