Effective collaboration depends on the mutual regulation of group members, positioning it as a fundamental aspect of socially shared regulation of learning (SSRL). In recent years, SSRL has garnered increasing research attention. However, there remains a scarcity of psychometrically sound measures for assessing this construct. Without reliable tools, it is challenging to study SSRL, assess its presence, or evaluate the effectiveness of interventions aimed at enhancing it. To address this gap, this paper reviews existing SSRL self-report surveys. While no consensus emerged on the specific types of group-level regulatory strategies, SSRL strategies were consistently found to span cognitive, metacognitive, behavioural, motivational, and emotional dimensions. Drawing upon the author's expertise and a targeted selection process, 14 distinct self-report measures were evaluated for their psychometric quality. The quality ratings ranged from 1 to 6 out of 14, with lower scores attributed to issues such as inadequate evidence for factor structure, lack of assessment for floor/ceiling effects, test-retest reliability, and construct validity. This paper emphasizes the need for the development of psychometrically sound SSRL measures, informed by established practices for item development and psychometric evaluation.