Student teamwork is increasingly prominent in computing education. At the tertiary education level, per industry demand, educators use group projects to nurture professional skills and employability. However, there is considerable variance in the structure of such group projects. Courses often differ on what is being assessed and how. Emphases can be placed on the process, output, or upon reflection—and even upon individual or collective performance. This often evokes student concerns and drives considerable discourse on how to assess and grade student teams. Yet, the diversity of approaches in computing and how their varying aspects influence their reception is not well understood. There are concerns about the parity of some methods such as peer evaluation. Although, there are also intriguing opportunities which computing departments are well-placed to implement, such as version control systems and learning analytics. This working group will survey approaches to assessing student teamwork in undergraduate computing projects by reviewing the literature and then interviewing educators involved in the delivery of such courses. They will then collate an outline of the assessment models and how they differ. The group will then survey students to gather insight into the dispositions towards and potential impact of the different models. The aim is to examine global perspectives on many different approaches by conducting the work in a multi-national multi-institutional fashion, whilst also considering some dimensions of culture. This is intended to yield a set of contemporary assessment models, an evidence-informed comparison of their merits and drawbacks, and recommendations for assessment practice.