This paper implements a novel approach to analyzing the degree of Collective Cognitive Responsibility (CCR) in a Knowledge Building community, based on socioeconomic and scientometric measures. After engaging in Knowledge Forum (KF) discussions for one semester, 36 students identified impactful ideas in their portfolios, which were then used to develop their impact scores. These scores were then transformed and plotted along the Lorenz Curve and the Gini coefficient to visualize the degree of equidistribution of recognition in the community and, by extension, the degree of collective responsibility shared by members of the community. Additionally, students were classified into member roles based on the impact of their contributions, and we explored the flow of member roles across several discussion topics, based on Price's model of scientific production. Our results show convergence between peers' and teachers' ratings of impactful contributions, which both point to medium levels of collective responsibility in the community. In short, on the one hand, this procedure shows its sensitivity to detect communities that could not comply with the CCR principle. On the other hand, we discuss the necessity of reflective evaluation to address the pedagogical challenge of fostering collective responsibility for knowledge advancement and empowering novel students to take charge of their knowledge work at the highest levels.