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To survive and thrive in the challenging context of the 21st century, education must keep abreast of global trends, including the priority of developing in learners the capability of lifelong learning for enhanced cooperation, care, reflective abilities, critical capacities and creativity. As a potential approach to achieve this goal, Computer Supported Collaborative Learning (CSCL) is receiving increasing attention, as it revolutionizes the way of learning. The ultimate success of CSCL, however, often depends upon resolving the question of how it can be assessed in ways that are credible and reliable and how the technology-driven environment can enhance learning. Little guidance is found in the literature on the assessment of CSCL prompts the researcher to re-examine the role of assessment in learning and attempt to devise a peer assessment design in a technology-enhanced environment as part of the learning activities for full-time teacher-educators. In the three studies of this project, the creation of assessment rubrics, the submission of intra-group reflective journals, which formed the basis of the group’s growth (learning process), and the intergroup review, which gained from peers’ feedback to their project presentation and report (learning product) were incorporated as the assessment measures. It was encouraging to witness that learners of the same cohort had improved their lifelong learning skills progressively over the period of three years by engaging in peer assessment tasks. The findings of these studies indicated that skills fostered through peer assessment were highly relevant to their workplace as teachers when teamwork, interpersonal skills and the ability of self-reflection were emphasised. This study has demonstrated some good practice that supports student-centered learning, prepares students to be lifelong learners and which is suitable for adaption to suit other contexts.

A Longitudinal Study of the Use of Computer Supported Collaborative Learning in Promoting Lifelong Learning Skills