Collaborative learning is considered to be an effective learning method. In principle, it promotes two key conditions for effective learning, namely good (social) control of metacognition and internal regulation of learning behaviour. Both require healthy social interaction in addition to good cognitive engagement. This social interaction and cognitive engagement cannot be imposed on groups, but can be fostered, among other factors, by individual accountability. Group self-assessment can help to achieve this. We have developed a group self-assessment procedure and shown in a previous study that it steers students towards internal regulation of behaviour (autonomous motivation). As we use the procedure in many collaborative projects, the question is whether students accept it and whether it has the intended effect on the group work experience. An acceptance survey was developed for this purpose. Students’ responses indicate that they find the self-assessment procedure convenient, that the assessments are fair, that it improves the collaborative experience and strengthens group beliefs.