Considerable research into new learning paradigms for professional engineering curricula, resulted in 1998 in Central Queensland University (CQU) transitioning from a traditional lecture centric program to a project based learning program. This integrated project based, and industry placement, work and learning in the engineering program curricula. Assessment problems arose from the fact that the learning experiences were not being assessed but rather the ‘technical outcome’ of the experience. Observation identified, supported by research, that this stifled students in that they were ‘one-dimensionally’ focused on ‘fast-tracking’ what they believed they needed to do to achieve the desired grade, based on traditional notions of the ‘technical’ outcome being the be-all and end-all! Research, supporting CQU delivery experience, indicated a holistic approach to learning and its assessment, incorporating reflective practice with the freedom to not ‘have ‘ to achieve the ‘best(?!) result first time, was advantageous for deep learning. In effect, students and facilitators needed to accept that mistakes would (should?) be made and that students learn best from those mistakes. The practice of assessing the product, not the learning, but the result of learning had to be broken. To achieve this, research suggested decoupling the learning experiences from the assessment. This meant that while students learned to solve holistic problems through projects, they should not be summatively assessed on the project ‘solution’. Effective assessment methods need to demonstrate meaningful learning and understanding rather than ‘rote learning’ and regurgitation. Assessment techniques and instruments should also encourage reflection and learning integration with personal and professional development. Research yielded a potential solution - portfolio assessment, as the sole summative assessment tool. This was introduced for engineering project based courses and co-operative education work placements. It focuses students on, and makes them responsible for, specifically addressing and demonstrating their achievement of learning outcomes.