In terms of assessment, teachers and instructors can use Wikis to monitor students’ overall learning process, as they can monitor the changes being made and depth of developments in Wikis, taking note of individual contributions and so forth (Gray, et al, 2010). In this respect, Wikis could be used in similar fashion as the development of a learning a portfolio. Research conducted by (Gray, et al, 2010) has displayed the effectiveness of using Wikis for assessment of learning outcomes over other web2.0 tools.

Wikis can easily facilitate the collaborative construction of a piece of work between several participants, this can have an influence on the developmental learning process. Through the editing process, the quality of the final product improves as participants continually develop and build on the current learning content (Morgan, 2008).

Assessment of wiki type activities is also a concern from a traditional pedagogy perspective. Student-centered, collaborative activities unlike individual teacher initiated tasks require less straight-forward assessment methods.  Collaborative tasks require a high degree of linking between learning objectives, assessment tasks and marking criteria (Gray, Thompson, Sheard, Clerehan, & Hamilton, 2010).   Measuring meaningful, collaborative contributions from students requires assessment methods that have a high degree of curriculum  and assessment task integration (Judd, et al., 2010).

As users access Wikis and edit and publish content, they assist in the collaborative knowledge building process within the particular learning environment (Casey, 2008). Through the use of Wikis, users are provided with an online tool capable of editing, publishing, and resynthesising the learning content contributed by members of the online learning community (Casey, 2008).

The records of user activity that are automatically recorded by a wiki can be used to analyse and interpret the nature, scope and context of user contributions. This represents an area of considerable potential, which could eventually lead to the routine use of automated wiki analysis to support both formative and summative programs of assessment (Judd, 2010). Administrators of Wikis can keep record of drafting and development processes as well as the individual changes that occur within the Wiki. This proves to be useful in assessing the level of understanding that has developed resulting from working within and through a Wiki (Casey, 2008).