The Impact of Enhanced Teammate Evaluations on Important Individual and Team Outcomes
Bibliographic record
Abstract
There is evidence that teamwork is proliferating in organizations and, in many ways, is replacing working individually. Academia has responded by integrating teamwork into curricula, but the use of teams as a pedagogical approach is also driven by evidence that it can lead to enhanced learning and more engaged learners. Researchers have examined factors in team effectiveness, activities and assignments for student teams and ways to optimize team formation. The current study was designed to focus on an under-explored and critical area of managing teamwork in classroom pedagogy: peer feedback. Students were placed into two conditions - a “conventional” approach using general, non-benchmarked feedback and an “enhanced” behaviorally-specific, benchmarked approach. Findings suggest enhanced teammate evaluations held substantial benefits over conventional evaluations resulting in better student perceptions of team processes (i.e., action, transition, and interpersonal processes) as well as more enthusiasm for teamwork. These findings have important implications for classroom pedagogy and student career development.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".