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L2 Collaborative Writing in Diverse Learning Contexts
Edited by Mimi Li and Meixiu Zhang
[Language Learning & Language Teaching 59] 2023
► pp. 229–247

Chapter 10
Assessing collaborative writing

Current challenges and future possibilities

| University of Melbourne
| University of Melbourne
Over the past two decades, we have witnessed the widespread use of collaborative writing tasks in second language classes driven in part by advances in technology. These advances have led to noticeable changes in the design and implementation of these tasks as well as their inclusion in assessed classwork. However, assessing collaborative writing is challenging because it requires assessors to consider what aspects of the construct of collaborative writing (product, process, nature of collaboration) should be included in the assessment criteria, and how these aspects can be reliably assessed. In this chapter we discuss these challenges, consider some suggestions on how to assess collaborative writing, and the pedagogical implications of assessing collaborative writing. We conclude by outlining future research directions.
Keywords: collaborative writing, patterns of interaction, group projects, scoring rubrics
Article outline
  • Introduction
  • Methodological considerations that impact assessment options
  • Assessing collaborative writing: Current challenges
    • Assessing the jointly written text (product)
    • Assessing the writing process and collaboration
  • Assessing collaborative writing: Future possibilities
    • Possibilities for classroom-based assessment
    • Possibilities for high-stakes assessment
  • Conclusion
  • References
Published online: 17 August 2023
DOI logo
https://doi.org/10.1075/lllt.59.10sto
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