https://doi.org/10.1521/978.14625/28806
Slavin, R.E. (1996). Research on cooperative learning and achievement: What we know, what we need to know. Contemporary Educational Psychology , 21, 43-69.https://doi.org/10.1006/ceps.1996.0004
Springer, L., Stanne, M. E., & Donovan, S. S. (1999). Effects of Small-Group Learning on Undergraduates in Science, Mathematics, Engineering, and Technology: A Meta-Analysis. Review of Educational Research , 69 (1), 21-51.https://doi.org/10.3102/00346543069001021
Strong, J. T., & Anderson, R. E. (1990). Free-riding in group projects: Control mechanisms and preliminary data. Journal of marketing education , 12 (2), 61-67.
Tolmie, A.K., Topping, K.J., Christie, D., Donaldson, C., Howe, C., Jessiman, E., Livingston, K., & Thurston, A. (2010). Social effects of collaborative learning in primary schools. Learning and Instruction , 20(3), 177-191.https://doi.org/10.1016/j.learninstruc.2009.01.005
Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1993). On the Assessment of Intrinsic, Extrinsic, and Amotivation in Education: Evidence on the Concurrent and Construct Validity of the Academic Motivation Scale. Educational and Psychological Measurement , 53 (1), 159-172.https://doi.org/10.1177/0013164493053001018
Van den Bossche, P., Gijselaers, W.H., Segers, M., & Kirschner P.A. (2006). Social and cognitive factors driving teamwork in collaborative learning environments. Team learning beliefs & behaviors. Small Group Research, 37(5), 490-521.https://doi.org/10.1177/1046496406292938
Van der Vleuten, C.P.M. (1996) CPM. The assessment of professional competence: Developments, research and practical implications.Advances in Health Science Education 1996;1:41–67.https://doi.org/10.1007/BF00596229

Supplemental material

Group self-assessment survey

Anchor points: 1) strongly disagree – 2) disagree – 3) somewhat disagree – 4) neutral – 5) somewhat agree – 6) agree – 7) strongly agree

Scale: Convenience of procedure and on-line application (Cronbach’s Alpha 0.72)

disagree ———> agree
A- The procedure (setting ground rules and online voting) is easy to carry out. 1 2 3 4 5 6 7
B- The procedure is unclear (I did not know what to do). (R) 1 2 3 4 5 6 7
C- The on-line voting application is difficult to understand. (R) 1 2 3 4 5 6 7
D- The on-line voting application provides an easy way to evaluate the group. 1 2 3 4 5 6 7
E- The on-line voting application was easy to run. 1 2 3 4 5 6 7

Scale: Principle of group evaluation (Cronbach’s Alpha 0.67)

disagree ———> agree
F- I think it right to evaluate the functioning of the group. 1 2 3 4 5 6 7
G- Group evaluation reduces my apprehension for collaborative projects. 1 2 3 4 5 6 7
H- Group evaluation increases my willingness to participate in a collaborative project.
1 2 3 4 5 6 7

Scale: Fairness of self-assessment(Cronbach’s Alpha 0.57)

disagree ———> agree
I- Evaluation (by members) is a fair way of assessing the functioning
of group members. 1 2 3 4 5 6 7
J- I am able to give an honest assessment (of self and others). 1 2 3 4 5 6 7
K- I think the group can fairly assess my functioning 1 2 3 4 5 6 7

Scale: Group working (Cronbach’s Alpha 0.9)

disagree ———> agree
L-The evaluation helped me learn more about group work. 1 2 3 4 5 6 7
M-The evaluation encouraged me to put in more effort. 1 2 3 4 5 6 7
N-The evaluation helped me work more effectively. 1 2 3 4 5 6 7
O-The evaluation helped me to stay on task. 1 2 3 4 5 6 7
P-The evaluation has enabled me to develop skills necessary for group work 1 2 3 4 5 6 7
Q-The evaluation has improved my overall group experience. 1 2 3 4 5 6 7

Scale: Group beliefs (Cronbach’s Alpha 0.82) disagree ———> agree

R- The evaluation (of group functioning) increases my trust in the group. 1 2 3 4 5 6 7
S- The evaluation helps me to feel safe in the group. 1 2 3 4 5 6 7
T- The evaluation gives me a sense of control over group-functioning. 1 2 3 4 5 6 7
U- The evaluation stimulates my willingness to participate in the group. 1 2 3 4 5 6 7
V- The evaluation makes me more open-minded about the group. 1 2 3 4 5 6 7