Peer Evaluation Additional Questions
The different measures below may be included after a CATME Peer Evaluation survey. Some questions have the scale reversed--in other words, a low ranking on these questions is equivalent to a high ranking on other questions.
If the CATME terms make you confused, please check the definition on the CATME Terms Instructor Dictionary page.
Follow-Up Questions
These questions inquire how much a student likes the other team members. In other words, the students will rank each of these teammates explaining their overall perspective on the status of the team’s individual relationships. This will give you a clear insight on how well the team gets along, or if there are personal differences that jeopardize the team’s productivity.
Scale: 1 = Strongly Disagree, 2 = Disagree, 3 = Neither Agree Nor Disagree, 4 = Agree, 5 = Strongly Agree
- I would gladly work with this individual in the future
- If I were selecting members for a future work team, I would pick this person
- I would avoid working with this person in the future (scale reversed)
- I like this person as an individual
- I consider this person to be a friend
- I enjoy spending time with this person
Video about the Follow-Up Questions set
From Ohland, M. W., Loughry, M. L., Woehr, D. J., Bullard, L. G., Felder, R. M., Finelli, C. J., Layton, R. A., Pomeranz, H. R., & Schmucker, D. G. (2012). The comprehensive assessment of team member effectiveness: Development of a behaviorally anchored rating scale for self and peer evaluation. Academy of Management Learning & Education, 11(4), 609-630.
Team Satisfaction
These questions inquire how satisfied a student is with the current group of teammates.
Scale: 1 = Strongly Disagree, 2 = Disagree, 3 = Neither Agree Nor Disagree, 4 = Agree, 5 = Strongly Agree
- I am satisfied with my present teammates
- I am pleased with the way my teammates and I work together
- I am very satisfied with working in this team
Video about the Team Satisfaction Questions set
From Van der Vegt, G. S., Emans, B. J. M., & Van de Vuert, E. (2001), “Patterns of interdependence in work teams: A two-level investigation of the relations with job and team satisfaction”, Personnel Psychology, 54, 51-69 (with minor modifications).
Team Interdependence
These questions gauge how well the student works and depends on the others.
Scale: 1 = Strongly Disagree, 2 = Disagree, 3 = Neither Agree Nor Disagree, 4 = Agree, 5 = Strongly Agree
- My teammates and I have to obtain information and advice from one another in order to complete our work
- I depend on my teammates for the completion of my work
- I have a one-person job; I rarely have to check or work with others (scale reversed)
- I have to work closely with my teammates to do my work properly
- In order to complete our work, my teammates and I have to collaborate extensively
Video about the Team Interdependence Questions set
From Van der Vegt, G. S., Emans, B. J. M., & Van de Vuert, E. (2001), “Patterns of interdependence in work teams: A two-level investigation of the relations with job and team satisfaction”, Personnel Psychology, 54, 51-69 (with minor modifications).
Team Conflict
These questions help you understand how much conflict is in the group. There are three subsections: Task Conflict, Relationship Conflict, and Process Conflict, though these questions will appear all as one set to the student.
Scale: 1 = None or Not at all, 2 = Little or Rarely, 3 = Some, 4 = Much or Often, 5 = Very Much or Very Often
Task Conflict (conflict of ideas and tasks)
- How much conflict of ideas is there in your work group?
- How frequently do you have disagreements within your work group about the task of the project you are working on?
- How often do people in your work group have conflicting opinions about the project you are working on?
Relationship Conflict (emotional conflict)
- How much relationship tension is there in your work group?
- How often do people get angry while working in your group?
- How much emotional conflict is there in your work group?
Process Conflict (team conflict)
- How often are there disagreements about who should do what in your work group?
- How much conflict is there in your group about task responsibilities?
- How often do you disagree about resource allocation in your work group?
Video about the Team Conflict Questions set
From Jehn, K. A. & Mannix, E. A. (2001), “The dynamic nature of conflict: A longitudinal study of intragroup conflict and group performance”, The Academy of Management Journal, 44, 238-251.
Team Cohesiveness
These questions help to understand the team’s chemistry toward the project’s process and goals. There are three subsections: Task Attraction, Interpersonal Cohesiveness, and Task Commitment, though the questions will appear all as one set to the student.
Scale: 1 = Strongly Disagree, 2 = Disagree, 3 = Neither Agree Nor Disagree, 4 = Agree, 5 = Strongly Agree
Task Attraction (how well team members enjoy the project)
- Being part of the team allows team members to do enjoyable work
- Team members get to participate in enjoyable activities
- Team members like the work that the group does
Interpersonal Cohesiveness (how well the students like each other)
- Team members like each other
- Team members get along well
- Team members enjoy spending time together
Task Commitment (how committed team members are to working together)
- Our team is united in trying to reach its goals for performance
- I’m unhappy with my team’s level of commitment to the task (scale reversed)
- Our team members have conflicting aspirations for the team’s performance (scale reversed)
Video about the Team Cohesiveness Questions set
The Task Attraction and Interpersonal Cohesiveness scales are from Loughry, M. L., & Tosi, H. L. (2008), "Performance Implications of Peer Monitoring", Organization Science, 19 (6): 876-890. The Task Commitment scale is from Carless, S. A., & de Paola, C. (2000), "The Measurement of Cohesion in Work Teams", Small Group Research, 31, 71-88.
Peer Influences
These questions indicate how much members of the team positively support one another. There are nine subsections: Notice, Praise, Correct, Report, Discuss, Gossip, Avoid Underperformers, Avoid Overachievers, and Urge, though the questions will appear all as one set to the student.
Scale: 1 = Almost Never, 2 = Rarely, 3 = Sometimes, 4 = Often, 5 = Almost Always
How often do members of your team…
Notice (each other’s presence and quality of work)
- See what team members do on the team’s work?
- Notice what team members are doing on the team’s work?
- Notice how team members behave?
- Observe how team members do their part of the team’s job?
How often do members of your team...
Praise (one another for high-quality work)
- Congratulate team members if they are recognized for doing good work?
- Let others know that a team member is doing good work?
- Tell team members that they did a good job?
How often do members of your team...
Correct (each others’ mistakes)
- Take action if a team member is doing the job incorrectly?
- Correct team members when they make mistakes?
- Let team members know if they are doing something wrong?
How often do members of your team...
Report (issues to the instructor)
- Tell the instructor if a team member is doing something wrong?
- Let the instructor know if a team member is not meeting expectations?
- Tell the instructor if a team member is not keeping commitments to the team?
- Talk with the instructor about a team member who is letting the team down?
- Mention to the instructor that a team member is doing a poor job?
How often do members of your team...
Discuss (the project, as a group)
- Talk within the team about how team members do the job?
- Discuss with team members how everyone performs team tasks?
- Have team conversations about team members’ performance?
- Communicate openly within the team about members’ performance?
How often do members of your team...
Gossip (about each other and performance)
- Gossip about team members who do not perform like the rest of the team?
- Gossip about team members?
- Gossip about team members’ performance?
- Gripe about team members’ performance when they are not present?
- Complain about team members behind their backs?
How often do members of your team...
Avoid Underperformers
- Refuse to socialize with teammates who perform poorly?
- Avoid team members who perform poorly?
- Exclude poorly performing team members from social interactions?
- Avoid speaking to poorly performing team members?
How often do members of your team...
Avoid Overachievers
- Limit contact with team members who have higher expectations for the team’s work?
- Limit communications with team members who pressure the team to exceed expectations?
- Avoid contact with team members who push teammates for higher performance?
How often do members of your team...
Urge (one another to do better work)
- Pressure other team members to work harder?
- Push other team members to do better work?
- Urge other team members to do the best possible job?
- Try to get other team members to do more work or better work?
Video about the Peer Influences Questions set
From Loughry, M. L., & Tosi, H. L. (2008), “Performance Implications of Peer Monitoring”, Organization Science, 19 (6): 876-890 (with some modification).
Psychological Safety
These questions give insight as to whether the student feels accepted, respected, and confident within the team.
Scale: 1 = Very Inaccurate, 2 = Inaccurate, 3 = Slightly Inaccurate, 4 = Uncertain, 5 = Slightly Accurate, 6 = Accurate, 7 = Very Accurate
- If you make a mistake on this team, it is often held against you. (scale reversed)
- Members of this team are able to bring up problems and tough issues.
- People on this team sometimes reject others for being different. (scale reversed)
- It is safe to take a risk on this team.
- It is difficult to ask other members of this team for help. (scale reversed)
- No one on this team would deliberately act in a way that undermines my efforts.
- Working with members of this team, my unique skills and talents are valued and utilized.
Video about the Psychological Safety questions set
Edmondson, A. (1999). Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44(2), 350-383.
Trust
Scale: 1 = Strongly Disagree, 2 = Disagree, 3 = Neither Agree Nor Disagree, 4 = Agree, 5 = Strongly Agree
- If I had my way, I wouldn't let my teammates have any influence over issues that are important to me.
- I would be willing to let my teammates have complete control over my future in this class.
- I really wish I had a good way to keep an eye on my teammates.
- I would be comfortable giving my teammates a task or problem which was critical to me, even if I could not monitor their actions.
- I would tell my teammates about mistakes I've made in our work, even if they could damage my reputation.
- I would share my opinion about sensitive issues with my teammates even if my opinion were unpopular.
- I am afraid of what my teammates might do to me in this class.
- If my teammates asked why a problem happened, I would speak freely even if I were partly to blame.
- If someone questioned my teammates' motives, I would give them the benefit of the doubt.
- If my teammates asked me for something, I would respond without thinking about whether it might be held against me.
Adapted from Intrateam Trust, from
Mayer, R. C., & Gavin, M. B. (2005). Trust in management and performance: who minds the shop while the employees watch the boss?. Academy of management journal, 48(5), 874-888.
with permission of the authors and the Academy of Management Journal.
Cultural Mindset
"Ethnocultural" characteristics are characteristics of culture based on ethnic groups such as Indian, Italian, and Chinese. Please read the following statements carefully, and rate your extent of agreement with each statement from
Scale: 1 = Strongly Disagree, 2 = Disagree, 3 = Slightly Disagree, 4 = Slightly Agree, 5 = Agree, 6 = Strongly Agree.
- The ethnic culture a person is from (e.g., Chinese, American, Japanese) determined the kind of person they would be (e.g., outgoing and sociable or quiet and introverted); not much can be done to change the person.
- Not much can be done to change a person's ethnocultural characteristics (e.g., being violent, being assertive, being submissive).
- Although people can act differently, the core ethnocultural characteristics they hold cannot be changed much.
- Ethnocultural characteristics are something very basic about a person, they cannot be changed.
- Everyone, no matter who they are, can significantly change their ethnocultural characteristics (e.g., being violent, being assertive, being submissive).
- People from different ethnic cultures (e.g., Chinese, Japanese, American) can substantially change the kind of person they are.
- No matter what a person's ethnocultural characteristic is like, it can always be changed.
- People can change even the most basic qualities that they have acquired from their own ethnic culture.
Chao, M. M., Takeuchi, R., & Farh, J. L. (2017). Enhancing cultural intelligence: The roles of implicit culture beliefs and adjustment. Personnel Psychology, 70(1), 257-292. https://doi.org/10.1111/peps.12142.
Personal Cultural Orientation
Scale: 1 = Strongly Disagree, 2 = Disagree, 3 = Disagree Somewhat, 4 = Neither Agree Nor Disagree, 5 = Agree Somewhat, 6 = Agree, 7 = Strongly Agree.
- Family members should stick together, even if they do not agree
- I rely on myself most of the time, rarely on others
- Women can be as ambitious as men
- It is difficult to interact with people from different social status than mine
- Men can be as caring as women
- It is my duty to take care of my family members, whatever it takes
- I easily conform to the wishes of someone in a higher position than mine.
- Unequal treatment for different people is an acceptable way of life for me
- I prefer specific instructions to broad guidelines
- It is ok for men to be emotional sometimes
- Respect for tradition is important for me
- It is difficult for me to refuse a request if someone senior asks me
- I do not like taking too many chances to avoid making a mistake
- Traditional values are important for me
- Men do not have to be the sole bread winner in a family
- It is important that I do my job better than others
- I tend to follow orders without asking any questions.
- I feel good when I cooperate with my group members
- A person's social status reflects his or her place in the society
- I value a strong link to my past
- I would not describe myself as a risk-taker
- Men are generally more ambitious than women
- My personal identity, independent of others, is important to me
- I tend to avoid talking to strangers
- I would rather depend on myself than others
- I do not give up easily even if I do not succeed on my first attempt
- I find it difficult to function without clear directions and instructions
- I feel stressful when I cannot predict consequences
- I am proud of my culture
- Men are generally physically stronger than women
- I find it hard to disagree with authority figures.
- Women are generally more modest than men
- I am willing to give up today's fun for success in the future
- It is important for everyone to know their rightful place in the society
- Women are generally more caring than men
- I tend to get anxious easily when I don’t know an outcome
- I work hard for success in the future
- I prefer a routine way of life to an unpredictable one full of change
- The well-being of my group members is important for me
- I believe in planning for the long term
Sharma, P. (2010). Measuring personal cultural orientations: Scale development and validation. Journal of the Academy of Marketing Science, 38(6), 787-806. https://doi.org/10.1007/s11747-009-0184-7.
Student Engagement
These questions measure levels of student engagement at three levels depending on the prefix selected. The three prefixes are "When I'm doing schoolwork, ...", "When I'm doing work for this class, ...", and "When I'm working with my team, ...".
Scale: 1 = strongly disagree, 2 = disagree, 3 = neither agree nor disagree, 4 = agree, 5 = strongly agree.
Enthusiasm
When I'm doing schoolwork, ... I feel excited.
When I'm doing schoolwork, ... I am enthusiastic.
When I'm doing schoolwork, ... I feel good.
When I'm doing schoolwork, ... I feel interested.
Exhaustion
When I'm doing schoolwork, ... I feel burned out.
When I'm doing schoolwork, ... I feel mentally exhausted.
When I'm doing schoolwork, ... I feel worn out.
When I'm doing schoolwork, ... I feel overwhelmed.
Effort
When I'm doing schoolwork, ... I exert my full effort.
When I'm doing schoolwork, ... I try my hardest to do well.
When I'm doing schoolwork, ... I do my best.
When I'm doing schoolwork, ... I work hard.
Social Interaction
When I'm doing schoolwork, ... I enjoy spending time with peers.
When I'm doing schoolwork, ... I interact with my peers.
When I'm doing schoolwork, ... I enjoy working with my peers.
When I'm doing schoolwork, ... I have people I like to work with.
Resilience
When I'm doing schoolwork, ... I manage the workload well.
When I'm doing schoolwork, ... I can handle the pressure.
When I'm doing schoolwork, ... I can keep up with demands.
When I'm doing schoolwork, ... I am resilient.
Focus
When I'm doing schoolwork, ... I stay focused.
When I'm doing schoolwork, ... I keep my attention on what I am doing.
When I'm doing schoolwork, ... I am able to concentrate.
When I'm doing schoolwork, ... I am not easily distracted.
Ohland, M. W., Loughry, M. L., & Woehr, D. J. (2026). The Comprehensive Assessment of Student Engagement (CASE): Scale development and evaluation. International Journal of Engineering Education, 42(2), 508–522.