An assessment approach in which instructors and learners share responsibility for evaluating learning. Instead of relying solely on an instructor-assigned grade or a final score in a course, collaborative grading may incorporate student self-assessment, peer feedback, negotiated evaluation criteria, reflective discussions, and shared review of evidence to determine the achievement of learning outcomes. This approach emphasizes assessment as a dialogue in which learners actively participate in judging their own progress and demonstrating their knowledge, skills, and competencies. The goal is to make assessment more transparent, promote learner ownership, strengthen critical reflection, and improve understanding of quality standards. This practice does not eliminate the instructor’s responsibility for final evaluation.

Collaborative grading has gained attention in higher education with growing interest in learner-centered teaching, competency-based education, authentic assessment, and project-based learning. It reflects the view that assessment should support learning rather than simply measure it. Examples of collaborative grading include:

• Students help develop assignment rubrics before work begins.
• Learners complete structured self-assessments that contribute to final evaluations.
• Peer review of projects use common evaluation criteria.
• Faculty-student conferences review portfolios or capstone work.
• Team-based evaluation of collaborative projects use agreed-upon performance standards.