Ganjar Setyo Widodo, Ekohariadi, Yeni Anistyasari, Wahyu Budi Sabtiawan, Tri Rijanto, Abu Zainuddin, Dhani Kristiandri, Layli Hidayah, Sheila Ayu Pratama
Collaborative assessment has seen rapid development in the last decade in response to the need for more participatory and learner-centered learning. However, the global literature shows significant disparities in geographical distribution and cultural approaches, with the majority of studies originating from individualistic Western countries. The goal of the current study is to systematically look at the trends, implementation models, and challenges of collaborative assessment in primary and secondary schools from 2014 to 2024. The researchers employed a PRISMA-based systematic review and bibliometric approach, and selected 120 articles from 2,500 publications through Scopus, ERIC, and Web of Science databases and policy repositories. The analysis process was carried out through NVivo-assisted thematic synthesis and bibliometric mapping using VOSviewer. Findings showed that the literature was heavily concentrated in North America and Europe (68%), with limited representation from the Global South (12%). Methodologically, qualitative (31%) and experimental (23%) studies dominated, while longitudinal designs remained scarce (7.5%). The quality of studies varied widely, with only 18% employing randomized controlled trials. The thematic analysis identified four main patterns, including collaborative assessment models, major barriers, the importance of cultural adaptation, and the neglect of inclusivity. The review underscores the effectiveness of collaborative assessment in improving student self-efficacy and parental engagement, particularly through triadic conferencing and the use of digital portfolios. However, the scalability of collaborative assessment in the previous studies is limited by problems such as teacher resistance, gaps in technology access, and a lack of inclusiveness for learners with special needs. The review also highlights urgent gaps in geographic coverage, methodological rigor, inclusive design, and equitable access. Finally, the study recommends the implementation of collaborative assessment models that are more culturally adaptive and inclusive, strengthened teacher capacity, and policies which support sustainable and equitable implementation. © 2026, Malque Publishing. All rights reserved.
Universitas Negeri Surabaya, Surabaya, Indonesia; Universitas Islam Malang, Malang, Indonesia
