Construction Management programs are expected to train their graduates in evolving new skills, an expectation that has variously stemmed from the rapid recent changes in the construction industry, the need to stay competitive in the education market and to sustain professional accreditation. The need for development of these skills, for immediate employability of graduates and to satisfy the stringent university quality assurance systems, has demanded change in course delivery methods. Among the graduate skills, the ability of students to work in teams has gained momentum in construction education. Developing and assessing team-working skills presents many challenges that need to be given careful thought before engaging. The ‘free rider’ problem, which occurs when one or more team member(s) does not contribute passably in terms of comprehension or learning process in a group project, causes serious concerns about the quality of graduates. If group work assessment is not carefully designed the two main objectives of an assessment system, namely to foster student learning and knowledge accreditation, may not be attained. This paper identifies the issues associated with group work design and assessment, and propose two alternative multiple perspective assessment methods, ‘peer evaluation/meeting log’ and ‘peer review’, to combat the free riding problem.