Asee peer logo

Comparing Peer-to-Peer Written Comments and Teamwork Peer Evaluations.

Download Paper |

Conference

2018 ASEE Annual Conference & Exposition

Location

Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

Mentoring Practices and Project Teams

Tagged Division

Educational Research and Methods

Page Count

16

Permanent URL

https://peer.asee.org/30206

Download Count

67

Request a correction

Paper Authors

biography

Catherine E. Brawner Research Triangle Educational Consultants

visit author page

Catherine E. Brawner is President of Research Triangle Educational Consultants. She received her Ph.D.in Educational Research and Policy Analysis from NC State University in 1996. She also has an MBA from Indiana University (Bloomington) and a bachelor’s degree from Duke University. She specializes in evaluation and research in engineering education, computer science education, teacher education, and technology education. Dr. Brawner is a founding member and former treasurer of Research Triangle Park Evaluators, an American Evaluation Association affiliate organization and is a member of the American Educational Research Association and American Evaluation Association, in addition to ASEE. Dr. Brawner is also an Extension Services Consultant for the National Center for Women in Information Technology (NCWIT) and, in that role, advises computer science and engineering departments on diversifying their undergraduate student population. She remains an active researcher, including studying academic policies, gender and ethnicity issues, transfers, and matriculation models with MIDFIELD as well as student veterans in engineering. Her evaluation work includes evaluating teamwork models, statewide pre-college math initiatives, teacher and faculty professional development programs, and S-STEM programs.

visit author page

biography

Olivia W. Murch Purdue University

visit author page

Senior at Purdue University pursuing a Bachelor of Science degree in Biological, Food Process, Engineering. Currently conducting research under Dr. Ferguson through Engineering Education.

visit author page

biography

Daniel M. Ferguson Purdue University, West Lafayette (College of Engineering)

visit author page

Daniel M. Ferguson is CATME Managing Director and a research associate at Purdue University. Prior to coming to Purdue he was Assistant Professor of Entrepreneurship at Ohio Northern University. Before assuming that position he was Associate Director of the Inter-Professional Studies Program [IPRO] and Senior Lecturer at Illinois Institute of Technology and involved in research in service learning, assessment processes and interventions aimed at improving learning objective attainment. Prior to his University assignments he was the Founder and CEO of The EDI Group, Ltd. and The EDI Group Canada, Ltd, independent professional services companies specializing in B2B electronic commerce and electronic data interchange. The EDI Group companies conducted syndicated market research, offered educational seminars and conferences and published The Journal of Electronic Commerce. He was also a Vice President at the First National Bank of Chicago [now J.P. Morgan Chase], where he founded and managed the bank’s market leading professional Cash Management Consulting Group, initiated the bank’s non-credit service product management organization and profit center profitability programs and was instrumental in the breakthrough EDI/EFT payment system implemented by General Motors. Dr. Ferguson is a graduate of Notre Dame, Stanford and Purdue Universities, a special edition editor of the Journal of Engineering Entrepreneurship and a member of Tau Beta Pi.

visit author page

biography

Matthew W. Ohland Purdue University, West Lafayette (College of Engineering) Orcid 16x16 orcid.org/0000-0003-4052-1452

visit author page

Matthew W. Ohland is Professor of Engineering Education at Purdue University. He has degrees from Swarthmore College, Rensselaer Polytechnic Institute, and the University of Florida. His research on the longitudinal study of engineering students, team assignment, peer evaluation, and active and collaborative teaching methods has been supported by the National Science Foundation and the Sloan Foundation and his team received Best Paper awards from the Journal of Engineering Education in 2008 and 2011 and from the IEEE Transactions on Education in 2011 and 2015. Dr. Ohland is Chair of the IEEE Curriculum and Pedagogy Committee and an ABET Program Evaluator for ASEE. He was the 2002–2006 President of Tau Beta Pi and is a Fellow of the ASEE, IEEE, and AAAS.

visit author page

Download Paper |

Abstract

This work in progress paper investigates the relationship between peer to peer comments and behavioral ratings of teamwork behavior for first year engineering students using the CATME peer evaluation system. CATME allows team members to rate themselves and each other on five research-based dimensions essential for good team functioning. The five dimensions are: Contributing to the Team’s Work (C), Interacting with Teammates (I), Keeping the Team on Track (K), Expecting Quality (E) and Having Related Knowledge, Skills, and Abilities (H). During the spring semester of 2016, students rated themselves and their teammates on these five dimensions and were asked to explain their ratings of themselves and their peers. We find that, in general, student peer-to-peer comments were focused primarily on Contributing and secondarily on Having Related Knowledge, Skills, and Abilities; not all five CATME dimensions. However, when detailed comments are given, they often provide additional insights into peer ratings and explanations for the CATME exception codes. These insights into team functional or dysfunctional behavior provide information to the instructor that goes well beyond what can be obtained from the peer ratings alone

Brawner, C. E., & Murch, O. W., & Ferguson, D. M., & Ohland, M. W. (2018, June), Comparing Peer-to-Peer Written Comments and Teamwork Peer Evaluations. Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30206

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: © 2018 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. - Last updated April 1, 2015