ABSTRACT
This chapter outlines the authors’ innovative approaches to assessment spanning more than a decade designed to encourage students to focus on the process of collaboration and on each other’s interdependence. Both are keen to shift student attention from focusing almost exclusively on performance and outcomes, to attitudes which begin to value cooperation, inclusivity and positive group dynamics. They draw upon their own experience and a growing body of evidence of statistically identifiable enhancements to group intelligences where group behavioural norms attend to compassion. Assessment criteria have been devised to reflect this. Thus the enhanced ‘noticing distress/disadvantaging to others or the self and addressing it’ equates directly with better performance and grades.
