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

\bibitem{asee_peer_40953}
  Huang, W., \& Berry, F., \& Exter, M., \& Wynkoop, R. (2022, August), \emph{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

Wanju Huang, Frederick Berry, Marisa Exter, and Ryan Wynkoop.  "Feedback Matters: Self-and-Peer Assessment Made Better with Instructional Interventions".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/40953 Internet.  03 May, 2024

\bibitem{asee_peer_40953}
  Wanju Huang, Frederick Berry, Marisa Exter, and Ryan Wynkoop.
  "Feedback Matters: Self-and-Peer Assessment Made Better with Instructional Interventions".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/40953 Internet.  03 May, 2024

@INPROCEEDINGS{asee_peer_40953
author = "Wanju Huang, Frederick Berry, Marisa Exter, and Ryan Wynkoop"
title = "Feedback Matters: Self-and-Peer Assessment Made Better with Instructional Interventions"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/40953}
number = {10.18260/1-2--40953}
}

TY  - CPAPER
AB  - 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.
AU  - Wanju Huang
AU  - Frederick Berry
AU  - Marisa Exter
AU  - Ryan Wynkoop
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Feedback Matters: Self-and-Peer Assessment Made Better with Instructional Interventions
UR  - https://peer.asee.org/40953
DO  - 10.18260/1-2--40953
ER  -