Date of Award

2021

Document Type

Open Access Dissertation

Degree Name

Doctor of Philosophy in Applied Cognitive Science and Human Factors (PhD)

Administrative Home Department

Department of Cognitive and Learning Sciences

Advisor 1

Susan Amato-Henderson

Committee Member 1

Elizabeth Veinott

Committee Member 2

Emily Dare

Committee Member 3

Kelly Steelman

Abstract

This dissertation is focused on improving the teaming experience of students by evaluating the effectiveness of current peer evaluation instructional techniques and evaluation methods in producing meaningful ratings of individual and team member performance and constructive feedback. There exists a need for revision to the current peer evaluation methods as many students are unable or unwilling to provide meaningful feedback or assessment of their own or teammate’s contributions on assignments. A series of four studies were used to develop a Cognitive Task Analysis (CTA) instructional intervention, a codebook to evaluate the qualitative feedback provided in peer evaluation comments, and a modification to a popular peer evaluation tool, CATME. These interventions resulted in an increasing percentage of students who provided comments on their peer evaluations and significant increases in the utility of these comments (operationally defined as detailed, references specific team work, and providing actionable and/or impactful feedback).

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