Kelley School of Business

Round3 guides student feedback, organizes a multistep leadership project and saves instructors time

Ben Storey and Christi Walton, Lecturers at the Kelley School of Business at Indiana University, piloted Round3 in their Spring 2016 Compass III course. Compass III is a career development course that emphasizes leadership through emotional intelligence and real-world application.

“The use of the Round3 form, definitely saved a ton of time versus a week’s worth of [face-to-face] conferences.”
— Christi Walton

Both instructors implemented Round3 for a comprehensive leadership project where students performed an activity that engaged the community and was measurable, verifiable and creative. Round3 created a platform where students could review and edit presentations, proposals and peer evaluations based on the advice of their classmates with professor oversight.

Prior to Round3 students would meet three times throughout the semester for conferences and peer feedback. In a 2015 pilot for Kelley Compass III, Round3 cofounders Matthew Callison and Tiffany Roman observed an in-class feedback session and found that on average students spent just three minutes reviewing the work of their peers and four minutes sharing feedback. After the transition to Round3, students reported spending over 45 minutes reflecting, reviewing and writing peer feedback. Lecturer Christi Walton found that the majority of students embraced the process.

88% of respondents believe that Round3 was useful for their learning
— Student Survey

"Over 90% of the students provided excellent feedback to their peers through the use of Round3,” Walton said. “The form was a great way to give the students experience in giving/receiving feedback and an excellent alternative to a third conference.”

“The online conference, made possible through the use of the Round3 form, definitely saved a ton of time versus a week's worth of [face-to-face] conferences.”

At the conclusion of the course, students were invited to share their experiences using Round3. Over 88% of respondents believe that Round3 was useful for their learning and over 70% of them agree that Round3 guided them as they provided peer feedback.


Students appreciated the additional time they could spend reflecting on and reviewing the work of their peers. Targeted prompts allowed classmates to point out potential changes that aligned with criteria for each assignment.

“I really liked the questions that were asked,” a Compass student said. “I think it is very helpful to know where other people want feedback so we can really steer them in the right direction.”

According to one Round3 user, “[With the Round3 platform], we have more time to read other's report and think about it. When we write the feedback, we may also find something we can also improve for our own report. And we can still edit our report when we use online critique.”

Key Takeaways

  • Round3 allows for deeper peer analysis compared to in-class feedback exercises.
  • Students benefit from structured feedback experience provided in Round3.
  • Round3 saves instructors valuable time and students gain better feedback which they apply to improving project performance.