Asee peer logo

Feedback Matters: Self-and-Peer Assessment Made Better with Instructional Interventions

Download Paper |

Conference

2022 ASEE Annual Conference & Exposition

Location

Minneapolis, MN

Publication Date

August 23, 2022

Start Date

June 26, 2022

End Date

June 29, 2022

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Page Count

14

DOI

10.18260/1-2--40953

Permanent URL

https://peer.asee.org/40953

Download Count

269

Request a correction

Paper Authors

biography

Wanju Huang Purdue University at West Lafayette (COE)

visit author page

Dr. Wanju Huang is a Clinical Assistant Professor of Learning Design and Technology at Purdue University. Prior to joining the LDT program, she was an instructional design manager at Teaching and Learning Technologies, Purdue Online, where she led a team of instructional designers and video producers for course design and development. She received her Ph.D. in Curriculum and Instruction (with a concentration in Technology) from University of Illinois at Urbana-Champaign. For six years prior to joining Purdue in Fall 2016, she was a lecturer and an instructional designer at Eastern Kentucky University. Her research interests include: technology for building online communities, online identities and communication, the educational use of augmented reality, and the effectiveness of faculty development programs

visit author page

author page

Frederick Berry Purdue University at West Lafayette (PPI)

author page

Marisa Exter Purdue University at West Lafayette (COE)

author page

Ryan Wynkoop

Download Paper |

Abstract

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.

Huang, W., & Berry, F., & Exter, M., & Wynkoop, R. (2022, August), Feedback Matters: Self-and-Peer Assessment Made Better with Instructional Interventions Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40953

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. - Last updated April 1, 2015