Please find attached some literature for your perusal.

www.mdpi.com/2227-7102/4/4/247/pdf

https://www.jcu.edu.au/policy/learning-and-teaching/learning-teaching-and-assessment-policy

https://www.cte.cornell.edu/documents/.../Eisen-Handout.pdf

Chapter Developing Team Work in IT Education to Foster Student Engagement

Vladena;

A very interesting question! I have much success with using the Asynchronous Team Debate as a collaborative assessment strategy. Here's the link to the conference presentation: https://www.researchgate.net/publication/263767122_Social_Media_in_Education_Bringing_Your_Classroom_to_Life_-_UWI_Research_Expo_2013?ev=prf_pub

Best regards,

Debra

Conference Paper Social Media in Education: Bringing Your Classroom to Life -...

I use standards based grading and students tend to work hard to make sure they learn. It turns the focus from grading and grades to mastery. It's less about me and more about them. I use examples of strong and weak work so they are very clear about what excellence looks like (and does not look like). I use peer assessment strategies that results in students working hard to do a good job because they know their work is not a secret - others will see and make suggestions for improvement.  Ups the quality. Here's a link that might provide more insight:

http://www.alearningboxblog.com/blog/the-good-the-bad-and-the-ugly-use-to-your-advantage

Hi Vladena

Although I taught with digital technology such as Learning Catalytics for several years, in a near 400-student class I still used paper for mid-term tests. Students answered multiple choice, short sentence, graph-it, and identify-image questions on two duplicate sheets. They submitted the first 'control' sheet and then they self-graded the retained sheet live in class. I called out answers. Students hooted or groaned, then they had the option to write the correct answer on their sheet for 10–30% 'correction credit.' They totaled their grade, wrote it on the front page, and submitted. My TA's checked random control copies to ensure students didn't change their answers.

Students enjoyed the self-grading process and maybe learned from it. TA's loved it!

—Declan

i HAVE USED THE TODAYMEET DATA TO SHOE THE ENGAGEMENT OF STUDENTS IN CLASS. Using online real-time discussion will show the frequencies of the student's involvement in the class. Please refer to TODAYSMEET web page to understand how to run today meet in class.

hello,

For me, I think there are two types of assessments: Formative and Summative Assessments. For collaborative work grading, I used Google Site to engage students in project-based learning and students are able to read and review their friends' work in the site of mine. They collaboratively review and I finally grade the writing work of each students by using standard writing correction criteria which students have been informed prior to beginning the project. Alternatively, you may use online test marking application like ClassMarker which is handy and quick to share result together. 

thanks

https://www.classmarker.com/

Hi

I have made an extensive work in developing collaborative projects via 3D virtual worlds.

Kind regards

NP

We use Waypoint as the digital platform for rubrics, though the design of the learning activities and assessments is certainly  more important than the technological platform. 

As you consider such designs, you may find the attached articles interesting. One is about four characteristics of collaborative activities and the other is a peer- and self-assessment of collaborative behaviors.

Best wishes,

Barb

Article Designing Collaborative Activities to Promote Understanding ...

Article Peer- and Self-Assessment of Collaboration CC BY-NC 4.0

Towards formative assessment I do the following:

1. I use technology for assessing Multiple Choice Questions (MCQ's).

2. I ask my students to draw the concept map/mind map/knowledge map in the chart as a team work (having 3-5 students per team). FInally I ask them to display it on the wall . Later on all the students has to grade the contribution based on creativity and content quality into digital devices  for each chart. This motivated them to show lot of interests towards learning.

You may want to read the work of Black and Wiliam on formative assessment. You may also want to do some reading on the benefits of authentic teaching and authentic assessment and also on the use of analytic rubrics for its benefits in providing feedback to students.

For me, in these situations I always use an e-portfolio for cumulative assessment. The good thing about this tool is that it would include a variety of other useful tools and methods of assessment: reports, online interactions, online discussion, assignments, projects, etc.

In one of my recent books, I included a whole chapter on ASSESSMENT (especially as far as language learning is concerned):

Abdallah, M. M. S. (2016). TEFL/TESOL Methodology 2 for Egyptian Senior EFL Student Teachers. Assiut University College of Education, Egypt. Available at: https://www.researchgate.net/publication/305468968_TEFLTESOL_Methodology_2_for_Egyptian_Senior_EFL_Student_Teachers

In an empirical study, I also used a variety of tools for assessment of similar students in my country:

Abdallah, M. M. S. (2013). A Community of Practice Facilitated by Facebook for Integrating New Online EFL Writing Forms into Assiut University College of Education. Journal of New Valley Faculty of Education 12(1), Assiut University  (November, 2013), 581-650. Available on ERIC (ED545728) at: http://0-files.eric.ed.gov.opac.msmc.edu/fulltext/ED545728.pdf

Article A Community of Practice Facilitated by Facebook for Integrat...

Book TEFL/TESOL Methodology 2 for Egyptian Senior EFL Student Teachers

Following.