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<p>While peer feedback is crucial for developing professional skills such as teamwork, students often struggle to provide high-quality evaluations of their peers. This study analyzed 5,534 written feedback entries from a year-long engineering capstone course to examine how student feedback aligns with the five teamwork dimensions of the CATME evaluation system. Our results show that most comments focused on "Contributing to Team’s Work," while "Expecting Quality" was rarely addressed. Alignment with the CATME dimensions was generally low, and as teams matured, students shifted their focus toward interpersonal and project management behaviors. Notably, we discovered that students consistently emphasized&#xa0;leadership and creativity, which are not currently captured by CATME’s dimensions. This reveals a significant gap between formal academic rubrics and the specific qualities students value in their peers. These findings suggest that technology-enabled feedback tools must be refined to include these student-perceived dimensions and better support the development of professional teamwork skills.</p>

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Analyzing Student Self-and-Peer Feedback to Improve and Enhance Teamwork

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年6月24日

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  • Wanju Huang,
  • Ryan Wynkoop,
  • Marisa Exter,
  • Fred Berry

摘要

While peer feedback is crucial for developing professional skills such as teamwork, students often struggle to provide high-quality evaluations of their peers. This study analyzed 5,534 written feedback entries from a year-long engineering capstone course to examine how student feedback aligns with the five teamwork dimensions of the CATME evaluation system. Our results show that most comments focused on "Contributing to Team’s Work," while "Expecting Quality" was rarely addressed. Alignment with the CATME dimensions was generally low, and as teams matured, students shifted their focus toward interpersonal and project management behaviors. Notably, we discovered that students consistently emphasized leadership and creativity, which are not currently captured by CATME’s dimensions. This reveals a significant gap between formal academic rubrics and the specific qualities students value in their peers. These findings suggest that technology-enabled feedback tools must be refined to include these student-perceived dimensions and better support the development of professional teamwork skills.