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It is difficult for instructors, and even students themselves, to become aware in real-time of inequitable behaviors occurring on student teams. Here, we explored a potential measure for inequitable teamwork drawing on data from a digital pedagogical tool designed to surface and disrupt such team behaviors. Students in a large, undergraduate business course completed seven surveys about team health (called team checks) at regular intervals throughout the term, providing information about team dynamics, contributions, and processes. The ways in which changes in students’ scores from team check to team check compared to the median changes for their team were used to identify the proportions of teams with outlier student scores. The results show that for every team size and team check item, the proportion of teams with outliers at the end of the term was smaller than at the beginning of the semester, indicating stabilization in how teammates evaluated their team experiences. In all but two cases, outlying students were not disproportionately likely to identify with historically marginalized groups based on gender or race/ethnicity. Thus, we did not broadly identify teamwork inequities in this specific context, but the method provides a basis for future studies about inequitable team behavior.