A Comparison Of Team Performances Using Four Scenarios Of Feedback

Abstract

When providing feedback to students working in groups, professors may use a variety of methods. Using computer generated feedback to give direction and correction for group assignments provides a way to maximize the professor’s time and provide consistent feedback across different groups and assignments. This article discusses the effect of two types of computer-generated feedback. The first is a semi-automated process for inserting pre-defined comments in student papers (the software is titled Strategy Assistant). This software allows the professor to define the most commonly used feedback information, then easily insert his comments on student papers. The second type is an automated process for giving grammar and style feedback. The automated grammar software (Edit Assist) checks the student paper for numerous grammar and style errors, then automatically inserts comments that identify problems. This article discusses the improvements in group performance with each of these types of feedback and measures the change in student performance during the course of a semester. Both types of feedback tended to improve student performance over the course of the semester, with the Strategy Assistant having the biggest impact on student grades and Edit Assist having the biggest impact on writing style error improvement.