An Assessment System for Collaborative-Writing Groups: Theory and Empirical Evaluation

Abstract

An assessment system for collaborative-writing projects helps create a positive learning experience for all group members by rewarding each individual for his or her participation. Unlike assessment systems that evaluate only the group product, the system proposed here balances product and process, the lat ter embracing individual skills at interacting and contributions to the collaborative composing. The results of a systematic study of students' atti tudes toward their classroom experiences seem to corroborate our perspective as practitioners: With this assessment system, group members felt that they participated fully and practiced effective interactional behaviors, that they be came involved in the collaborative-writing process, and that the reward system was fairer than a single group grade.