Students’ perspectives of un/fairness in group work assessment are known to be related to the issues of varied contributions in group work and how to discern each student’s contribution or knowledge from the group’s joint work. Students’ perceptions of un/fairness in group work assessment are important since it relates to their motivation.

This study aims to investigate upper secondary students’ perspectives on un/fairness in group work assessment. In the study, 129 upper secondary school students in Sweden between the ages of 15 and 16 years participated. The students were interviewed in 33 focus groups. The interviews were thematically analysed.

The study’s findings illustrate how ambition, motivation and friendship relations in groups may vary and cause what students perceive as unfairness. Varied ambitions and motivations among group members also appear to breed situations where group members’ contributions to group work may vary, which also is perceived by students as unfair. Other factors that can contribute to a perception of unfairness are when knowledge levels vary among group members or friendship relations. How un/fairness is perceived also depends on the level at which the assessment is implemented, group or individual level. The greatest experience of unfairness is generated by implementing group assessment.