Let’s Be Frank: The Real Improvement in Student Teamwork Effectiveness Following Peer Feedback

This paper examines student improvement in five dimensions of teamwork effectiveness following detailed peer-evaluation feedback. Using a multi-method study design, we combine the insights from an in-depth qualitative study with formal hypothesis testing using quantitative data. Our results show that students’ grade aspirations and prior experience with the peer-evaluation system are positively related to the level of improvement following feedback, whereas the individual midterm peer-evaluation scores are negatively related to the level of improvement. Further, team conflict, interdependence and cohesiveness have different effects on the level of improvement in each dimension of teamwork effectiveness. Our findings have some important scholarly and pedagogical implications.