ABSTRACT
This case study documents an innovative approach to assessment designed to encourage students to focus on the process of collaboration. It shifts student attention from focusing almost exclusively on performance and outcomes to attitudes which begin to value co-operation and group dynamics. In so doing, the intention was not only that students might develop and acquire important collaborative skills such as communication, negotiation, self-initiative, resourcefulness and conflict management, but that their ultimate performance grade might consequently be improved when such characteristics were manifest, observed and part of the assessment process.
