Introducing a scalable peer feedback system for learning teams

O’Neill, Thomas A.; Larson, Nicole; Smith, Joel; Donia, Magda; Deng, Connie; Rosehart, William; Brennan, Robert W.

doi:10.1080/02602938.2018.1526256

Cited by 29 publications

(28 citation statements)

References 51 publications

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“…The average of each of these five dimensions was used in our analyses. Supporting reliability evidence was provided in previous research using ratings from 30,486 raters, which mainly consisted of student teams in higher education settings, but also some industry teams (see O'Neill et al, 2019). The reliability of the peer ratings of each individual team member in the current study, as estimated by the intra-class correlation coefficient [i.e., ICC(2)], was 0.81.…”

Section: Measures Peer Evaluationssupporting

confidence: 84%

“…Accordingly, researchers need to develop evidence-based interventions that scale well for instructors of many disciplines, are easy to implement without extensive teamwork-specific theoretical knowledge, and that students can intuitively engage and interact with (Riebe et al, 2016). Indeed, in previous research, peer evaluations were viewed as accurate and useful by students using the ITPmetrics.com feedback platform used in the current research (O'Neill et al, 2019). Not examined in that research was whether the use of peer evaluations would improve teamwork behavior and functioning, leaving open an important empirical question about the role of peer feedback in student teams in higher education.…”

Section: Discussionmentioning

confidence: 99%

“…This period is often recommended for teamwork interventions, such as engaging in reflection related to current progress and needed adjustments (Hackman et al, 2009). Administering peer feedback at this juncture would offer students an opportunity to improve their teamwork behavior prior to the grade-based peer evaluations (O'Neill et al, 2019). Taken together, we recommend a multi-pronged approach that leverages the advantages of both formative and grade-based peer evaluations.…”

Section: Practical Implicationsmentioning

confidence: 99%

See 2 more Smart Citations

Team Health and Project Quality Are Improved When Peer Evaluation Scores Affect Grades on Team Projects

2020

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The use of team projects is common in higher education. Teamwork offers an avenue to help students learn to collaborate and develop the interpersonal skills needed for career success. However, student teams are not always effective, which may undermine learning, growth, and development. In the current research, we integrate accountability, valence, motivation, and social loafing theories to advance an understanding of the role of peer evaluations conducted at the end of a team project. We use a state-of-the-art peer feedback system that allows students to assess and evaluate each other on five competencies critical to teamwork. We also used the system for the assessment of overall team functioning. Finally, grades on team projects were collected as a measure of team performance. Over three cohorts and using a total sample size of 162 teams and 873 students, we found that the use of peer evaluations for grading purposes, compared to a control group, promoted effective team member behavior, overall team health, and higher grades on team projects (i.e., team performance). Future research is needed to further investigate the optimal use of peer evaluations in a variety of contexts using a variety of methods.

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Section: Measures Peer Evaluationssupporting

confidence: 84%

Section: Discussionmentioning

confidence: 99%

Section: Practical Implicationsmentioning

confidence: 99%

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Team Health and Project Quality Are Improved When Peer Evaluation Scores Affect Grades on Team Projects

2020

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“…First, students complete a personality test that provides a detailed report of their personality, and during the first team meeting, students use this report to discuss which of their personal characteristics may be an asset to the team. Second, midway through the project, students complete a peer feedback ( O'Neill et al, 2019 ) and team dynamics assessment ( O'Neill et al, 2018 ), which provides students with an anonymous team-level (i.e., health and functioning of the team) and individual-level (i.e., 360° ratings of team member effectiveness) feedback report. Throughout the semester, students participate in a series of workshops aimed to debrief the reports.…”

Section: Teaching Entrepreneurial Thinkingmentioning

confidence: 99%

Entrepreneurial thinking: A signature pedagogy for an uncertain 21st century

Peschl

Deng

Larson

2021

The International Journal of Management Education

Self Cite

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“…Each group also does a peer and team assessment twice in the semester using a tool developed by the Individual and Team Performance (ITP) Lab at the University of Calgary [8]. The first evaluation happens in the sixth week of the term, so the groups are able to receive feedback from their teammates and improve on their work before most of the heavy prototyping happens.…”

Section: Course Structurementioning

confidence: 99%

Teaching Assistant Training in Engineering Design

Boudreau

Anis

2019

PCEEA

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The Faculty of Engineering at the University of Ottawa is home to multiple rapid prototyping facilities and entrepreneurship spaces. These include a makerspace, a machine shop and a design space for any student to use free of charge. First- and second-year students also take courses in the Makerlab, a sister facility to the Makerspace, that introduces them to collaborative project-based learning, engineering problem-solving and prototyping in a cornerstone design course. Each three-hour weekly lab has a teaching assistant (TA), typically a graduate student, and a project manager (PM), typically an undergraduate student who has taken the course previously. They are responsible for teaching the lab content and guiding the students through their design process. Since design courses are weighted heavily toward projects and labs, this evidence-based practice paper is part of a study that has the goal of understanding, via student evaluations, the impact of TA and PM training on their performance. This paper presents an analysis of the impact of TA and PM training, based on the students’ evaluation of their TA’s and PM’s performance. Factors considered were the amount of training received by the TAs and PMs, the type of training and the satisfaction of the students. The students were surveyed to gauge their satisfaction with the quality of their TAs and PMs, and the survey results were compared with a number of outcomes.

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Introducing a scalable peer feedback system for learning teams

Cited by 29 publications

References 51 publications

Team Health and Project Quality Are Improved When Peer Evaluation Scores Affect Grades on Team Projects

Team Health and Project Quality Are Improved When Peer Evaluation Scores Affect Grades on Team Projects

Entrepreneurial thinking: A signature pedagogy for an uncertain 21st century

Teaching Assistant Training in Engineering Design

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