Academic Journal
Feedback Matters: Self-and-Peer Assessment Made Better with Instructional Interventions
| العنوان: | Feedback Matters: Self-and-Peer Assessment Made Better with Instructional Interventions |
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| المؤلفون: | Wanju Huang, Frederick Berry, Marisa Exter, Ryan Wynkoop |
| المصدر: | 2022 ASEE Annual Conference & Exposition, Minneapolis, MN |
| بيانات النشر: | ASEE Conferences |
| سنة النشر: | 2022 |
| المجموعة: | American Society for Engineering Education (ASEE): Papers on Engineering Education Repository (PEER) |
| الوصف: | This Evidence-based Practice paper examined the effectiveness of instructional interventions that aimed to improve students’ self-and-peer written feedback entries in an undergraduate capstone course. Students were required to use CATME (Comprehensive Assessment of Team Member Effectiveness) to evaluate their performance and their peers’ performance by using a rating scale and also offering their written feedback entries. A previous study found that students’ written feedback merely focused on one dimension and was not specific. Two instructional interventions were implemented in 2021 to improve students’ written feedback entries. To determine the effectiveness of the interventions, 951 students’ self-and-peer written feedback entries captured in 2019 and 1245 written feedback entries captured in 2021, were analyzed and categorized by two researchers based on CATME’s five dimensions. The findings suggested that the instructional interventions positively impacted students’ written feedback entries. Although students in both years focused on the same dimensions in their written feedback, students were more likely to address multiple dimensions in 2021. A Chi-square statistical test showed that the differences were statistically significant. Additionally, the data showed that students used more CATME verbiage in their written comments in 2021, which to some extent implied that students had incorporated the recommended techniques in their written feedback entries. These positive results observed in 2021 inspired the authors to continue to improve the instructional interventions by including time for students to practice providing and receiving feedback. This paper may be of interest to instructors and researchers focused on team-based learning and assessment of instructional interventions. ; Comment: 14 pages |
| نوع الوثيقة: | text |
| وصف الملف: | application/pdf |
| اللغة: | unknown |
| DOI: | 10.18260/1-2--40953 |
| الاتاحة: | http://peer.asee.org/40953 https://doi.org/10.18260/1-2--40953 |
| Rights: | ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2022 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. |
| رقم الانضمام: | edsbas.EDD685A9 |
| قاعدة البيانات: | BASE |
| DOI: | 10.18260/1-2--40953 |
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