What does jazz group assessment offer the undergraduate music environment?

With the growth of popular music studies in universities, research is focusing on assessment of popular music performance, particularly rock and jazz, and therefore group music-making. This paper investigates a second-year undergraduate cohort studying jazz performance, asked to choose criteria for self- and peer assessment, and asks: what does jazz group assessment offer to thinking about tertiary assessment in general; and what does jazz group assessment offer to thinking on group assessment? It finds the rehearsal process, recognition of soft skills, and student participation in assessment criteria important, with popular music requiring the questioning of default positions inherited from the assessment of classical music.