From Data to Action: Empowering Students to Assess and Improve Teamwork with Cross-Tool Log Data

Teamwork assessment methods, such as peer evaluations, often fail to accurately capture the collaboration processes in team projects. While log data from digital collaboration tools provide objective evidence of contributions, effectively leveraging these data remains challenging. We interviewed 10 instructors and 16 students, then surveyed additional 51 students to identify their valued teamwork behaviors to guide log data usage, and investigate their perceived benefits and concerns. Students prioritized work-related behaviors such as equitable contribution and timeliness, whereas instructors additionally valued interaction behaviors like mutual support. Both groups highlighted significant limitations in raw log data, including omission of offline contributions, insufficient representation of work quality, and misattributing collaborative work to only the person who interacts with the tool. Many students reviewed logs on their own to monitor project progress and workload equity, but lacked structured guidance to meaningfully interpret the insights. Our findings underscore the need for student-centered teamwork assessment approaches that enable students not only to annotate and contextualize their own data, but also to improve their teamwork by reflecting on a rubric of valued teamwork behaviors.