Abstract
Large-scale assessment programs are increasingly requiring students to work in collaborative small groups instead of, or in addition to, requiring them to work individually. This article considers theoretical and practical issues that need to be taken into account in the design, use, and interpretation of the results of such assessments. Theoretical issues include the compatibility of group work with different purposes of assessment and the way emerging group processes may work toward or against different purposes of assessment. Practical issues include designing and administering assessments to produce scores that are consistent with the goals of the assessment, composing groups so that the results are fair, and preparing students for collaborative group assessments.
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