This paper focuses on different approaches to developing and assessing group practice in higher education resulting from a research project entitled Assessing Group Practice. The project was funded within HEFCE’s Fund for the Development of Teaching and Learning (FDTL) in the period 2000 to 2004. Assessing Group Practice was a consortium lead by Central School of Speech and Drama and including five other Higher Education Institutions: University of London, Goldsmiths College; Dartington College of Arts; Universities of Leeds; Salford; and Ulster. The project aimed to ensure that assessment of collaborative activity within the performing arts can be demonstrated to be fair, robust and practicable across the sector. Some key questions which prompted the team’s research included:
What are we assessing, the skills or the person who applies these skills? What are collaborative skills and when should they be evaluated / assessed individually or as a group? How might we demonstrate and evidence creativity beyond the stated learning goals?