What Did Students Focus on in Their Self-and-Peer Written Feedback When Using CATME?

• In Event: Measurement and Assessment in Higher Education SIG (#64) Roundtable Session 1

Abstract

Students in an undergraduate capstone course were required to use CATME to provide written self-and-peer feedback at six designated times throughout an academic year. Approximately 6,000 written feedback entries were coded based on CATME team dimensions including: Contributing to Team’s Work; Interacting with Teammates; Keeping the Team on Track; Expecting Quality; and Having Related Knowledge, Skills, and Abilities. The findings suggested that students tended to focus on the “Contributing to Team’s Work” dimension. Two characteristics, “leadership” and “creativity,” were not reflected in the CATME dimensions, indicating a need to expand the rubric. Based on our review, there is a need to provide students with training on how to write constructive and meaningful self-and-peer feedback.

Authors

• Wanju Huang, Purdue University

• Ryan Wynkoop, Purdue University

• Marisa Elana Exter, Purdue University

• Frederick Clayton Berry, Purdue University