ABSTRACT
Online collaborative inquiry-based learning poses specific assessment challenges in supporting the development of transferable knowledge and skill for diverse postsecondary learners. Some of these challenges are discussed, along with solution strategies that focus on supporting cultural inclusivity. This chapter investigates the roles of formative and summative assessment in terms of group collaboration processes, and is written from the instructor/designer perspective of small postsecondary class size in which assessment analytics would be neither practical nor feasible.
