Theoretical/pedagogical background of the paper During the COVID-19 pandemic, assessment of music performance moved almost exclusively to digital and remote methods - mostly via assessment of videoed performances. Since then, nearly all higher education institutions have returned to assessment of live performance, but most commercial graded music exam boards have retained a digital option alongside live (ABRSM, 2023; LCM 2023; TCL 2023). Existing research in related fields suggests there are diverging experiences and motivations for candidates, teachers and assessors undertaking live or digital assessment (Ho et al., 2019; Lara et al., 2020; Ritchie & Sharpe, 2021) but there remains little data about how each format is being used by candidates, teachers and examiners specifically within graded music exams. Aim/focus of the work/research reportedThis research aims to explore how each assessment format is being used and experienced, primarily in UK, by candidates, teachers and examiners, as well as the individual characteristics and preferences that drive the choice between live and digital assessment options for these groups.Method/approach/modes of inquiry Initial focus groups for each group of participants were transcribed and thematic analysis (Braun & Clarke, 2006) conducted to generate themes. These themes then formed the basis of a wider, online Qualtrics survey for each participant group, with the inclusion of a short-form Big 5 personality questionnaire. Statistical analysis was then conducted using SPSS.Results and/or summary of the main ideas Analysis is ongoing; current data evidences similar drivers of choices in all participant groups, as well as convergence of personality traits in the choices made between live and digital assessment. Also reported by all groups were evolving strategies and habits in engagement with digital assessment, as well as issues relating to the technology used to capture and play the resulting video performance.Conclusions and implications for music educationThe findings from this study will allow learners and teachers to choose the exam route best suited to them with greater specificity and detail. They will also allow music exam boards to consider and develop more effective support for examiners in managing digital wellbeing and optimising the technological set-up for digital work. Together, these strands offer the potential for more accessible, consistent and equitable music exam experiences.