Econometrics has become increasingly important in Economics and Business degrees, since it appears to be narrowly related to several main skills and competencies as information management, creativity, problem-solving or decision-making. Furthermore, the development of information technologies, including econometric software, makes it possible to learn Econometrics by doing Econometrics. In this context, teamwork can play an important role in the teaching-learning process by allowing students to collaborate in the development of an econometric model, becoming familiar with econometric software and acquiring a wide variety of teamwork skills as demanded by employers. Moreover, from the teachers' perspective, teamwork represents a good opportunity to reexamine some methodological aspects and suggests new challenges in the monitoring and assessment of teamwork. In this paper we summarise our experiences in the monitoring and assessment of econometrics teamwork, providing some suggesting empirical findings. We present an assessment proposal based on both objective teaching criteria and teammates' gradings and we use empirical evidence to answer some relevant questions related to the consistency of information provided by students, the existence of significant biases and group effects, and the impact of teamwork on academic results.