Collaboration in the 21st century: Implications for assessment

Abstract

Collaboration has recently been identified as an important educational outcome in its own right, rather than just a means to develop or assess knowledge. When assessing collaboration, there is a need for a clear understanding of what is being tested, based on a theoretically-sound and agreed upon definition. In light of this important issue, this article first provides an overview of how collaboration is conceptualised, and how it is distinguished from other related group activities (e.g., cooperation). The article then moves on to discuss how different conceptualisations of collaboration underpin the development of appropriate methods of assessment. Specifically, we explore how the task given to students can optimise (or impinge) the opportunities for collaboration to occur amongst group members, and the issues raised in the development of large-scale assessment of this so-called 21st century skill.