This chapter examines the complexities of assessing group work in higher education, focusing on balancing evaluation of final products with recognition of individual and collective processes. Traditional approaches emphasise polished outputs such as reports or presentations, often overlooking uneven contributions and interpersonal dynamics. In contrast, assessment for learning captures collaboration, growth, and challenges throughout the process. Methods such as peer and self-assessment, rating scales, and instructor observation provide more equitable measures of engagement. The chapter also considers psychological factors, including how attachment styles shape self-perception and contribution. It argues for balanced, ethically grounded assessment that values both product and process, ensuring fairness, inclusion, and meaningful learning.