As teachers consider ethics, they find that it may often look like a student issue. It may be discussions of plagiarism, social justice, honesty, bullying, privacy, child labor, free speech, inequity. However, even as teachers struggle with ways to model ethics or "teach" ethics, they find that their teaching practices may warrant reflection. One of these may be the question of distinguishing between the group and the individual when assessing products done in a group-work setting. Involving students in close examinations of their work in groups can increase the effectiveness of collaborative learning strategies. However, asking them to work in groups can also raise practical and ethical questions about assessment. Drawing on a survey of her students, the author discusses some of these issues and suggests workable solutions. (Contains 1 figure.)