Engineering Education Commons^™

Students’ Perceptions Of And Responses To Teaching Assistant And Peer Feedback, Kelsey J. Rodgers, Aladar K. Horvath, Hyunyi Jung, Amanda S. Fry, Heidi Diefes-Dux, Monica E. Cardella

Interdisciplinary Journal of Problem-Based Learning

Authentic open-ended problems are increasingly appearing in university classrooms at all levels. Formative feedback that leads to learning and improved student work products is a challenge, particularly in large enrollment courses. This is a case study of one first-year engineering student team’s experience with teaching assistant and peer feedback during a series of open-ended mathematical modeling problems called Model-Eliciting Activities. The goal of this study was to gain deep insight into the interactions between students, feedback providers, and written feedback by examining one team’s perceptions of the feedback they received and the changes they made to their solutions based on …