A Multi-faceted Model for Assessing Collaborate Learning in Higher Education

The paper presents a multi-faceted assessment model developed for a graduate course. The students’ final course-grades were derived from two sources: 1- an evolving team-based portfolio that was graded by the team itself, 2- an individual test. The multi-faceted mechanisms of the design (a) provided for a combination of participatory and external assessment, and of formative as well as summative evaluation; (b) presented the students with authentic tasks that required self regulation and high-order thinking; (c) made the students practice giving and getting written peer feedback; (d) addressed potential free-riding; and (e) created inter-dependent learning networks, that required frequent contacts.