Bad experiences of assessment in the form of tests and exams can turn them away from learning (Berry, 2008). Engagement and attainment increases when students know that assessment will promote their learning (Black et al., 2003; Pat-El et al., 2013). Assessment for learning engages and empowers students because they can see their learning develop (Stiggins, 2002). Project-based learning results in assessment which is learner-centered due to its experiential approach and its capacity to scaffold students as they develop their professional skills (McLoughlin and Luca, 2002); an example of this being project management skills . Applied as group assessment to solve authentic challenging problems, Project-Based Learning requires students to adopt processes for identifying and analysing important activities, and then planning and pursuing these activities (Solomon, 2002). Complex problems encourage collaborative learning techniques amongst students as they identify, analyse and organise their solutions (Barkley et al., 2005). This workshop will provide a hands-on opportunity for module and course leaders, and students to correlate course/module learning outcomes with graduate employability skills and will involve the design of an authentic Project-Based Learning assessment framework used to assist students in collaboratively developing their professional skills. The workshop also provides an opportunity to hear from module tutors, a course leader and students on how such approach has empowered students to draw together course learning by providing realistic solutions for the project management of a development of sustainable technology for attendance monitoring.