MODULE 3. This course has helped me reflect on the importance of assessment as it has let me think of its multiple implications. It is a process that involves cognitive and metacognitive as well as emotional and ethical dimensions. Formative assessment, self-assessment, peer assessment are powerful instruments that allow the development of learners' skills. I try to follow the principles of a brief, clear and timely feedback when I design and implement assessment. In fact, when it comes to collaborative activities, I have faced the same difficulties as the teachers in the course have highlighted: it isn't easy to avoid risks such as competition, etc but I do find all the solutions offered valuable. the key principles is that self-assessment and peer assessment have to be useful for learners, and that summative assessment must consider the artifacts as outcomes to be assessed. I really appreciated Chrysa's various assessment methods - individual performance, group performance and group's functionality - and the questions she asked her pupils. I think that having young learners cope with peer assessment is a good way for promoting this skill at an early ageby promoting opportunities for metcognitive analysis. I think that informing students in advance as well as involving them in the process is fundamental. The ICT teacher identifies seven benefits linked to assessing CL: well, they provide a further reason to implement CL. As with the challenges he mentions, in my experience, they may be an obstacle to a wide spreading of CL. Yet, the solutions he suggests , namely the use of collaborative tools such as Kahoot, Lino and Padlet for individual portfolios and Team Up for small group assessment, the rearrangement of space in the classroom and more interdisciplinary teaching can help overcome difficulties. I also like Anna Laghigna's variety of 2.0 tools choice when it comes to assessment: I have only experience with Padlet, but I'm going to try the other tools she mentions. Since I started working collaboratively on the eTwinning platform I've been using rubrics and checklists .I need more training with regards to designing this kind of assessment tools, but I'm absolutely convinced that they help me and my students in the collaborative learning journey we started a couple of years ago. Yes, I'm kind of self-taught person and I embarked in this learning experience with the purpose of broadening my knowledge of CL by exchanging with other tachers and following the contributions of authorities in the field like Professor Deirdre Butler and Dr Luis Valente. The latter's contribution has proved fundamental in helping me look at assessment in its various aspects. I am convinced that self and peer assessment are necessary to have students become independent learners and I have observed this in my classes: my students are definitely capable of transferring the skills involved in these kinds of assessment ot other contexts. In addition, the combination of the two types of assessment, researchers say, helps reducing the friendship dependency, benefit of dominators and benefit of parasitism as each learner assumes both the role of assessee and assessor.I totally agree with the opportunity of assigning a percentage weight to individual assessment within summative assessment of CLfrom the beginning of the process because it develops self-regulation. Finally, Mind Maps, Concept Maps and Infographics provide useful tools when it comes to evaluating different skills.