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This paper investigates the relationship between peer to peer comments and behavioral ratings of teamwork behavior for first year engineering students using the CATME peer evaluation system. CATME allows team members to rate themselves and each other on five research-based dimensions essential for good team functioning. The five dimensions are: Contributing to the Team’s Work (C), Interacting with Teammates (I), Keeping the Team on Track (K), Expecting Quality (E) and Having Related Knowledge, Skills, and Abilities (H). During the spring semester of 2016, students rated themselves and their teammates on these five dimensions and were asked to explain their ratings of themselves and their peers. We find that, in general, the comments were focused primarily on Contributing and secondarily on Having Related Knowledge, Skills, and Abilities; not all five CATME dimensions. However, when detailed comments are given, they often provide additional insights into peer ratings and explanations for the CATME exception codes. These insights into team functional or dysfunctional behavior provide information to the instructor that goes well beyond what can be obtained from the peer ratings alone.

Comparing Peer-to-Peer Written Comments and Teamwork Peer Evaluations.