This article responds to the rising emphasis placed on interdisciplinary collaborative learning and its implications for assessment in higher education. It presents findings from a research project that examined the effectiveness of an interdisciplinary collaborative student symposium as an assessment task in an art school/humanities environment. After addressing key ideas relating to interdisciplinarity, collaboration and assessment, the authors evaluate a practical model for facilitating interdisciplinary collaborative learning. Drawing on student surveys and assessment outcomes, the findings highlight the extent to which collaborative teaching and learning, coupled with social software tools and associated modes of communication, foster innovative, high quality interdisciplinary work, and offer an adaptable assessment framework for broader application in higher education settings.