Team-based assessments are commonly used in management education, yet questions remain about how to adequately differentiate individuals’ levels of input into team processes and project content when grading a team-based assessment. Following an overview of relevant research, this article describes an innovative self- and peer-assessment strategy that may be used initially to develop team dynamics, team management skills, and project planning and resourcing skills, and subsequently to accurately assess individuals’ contributions to team dynamics, team management, and project planning and resourcing.
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