Moss (1994) compares Applied Portfolios to job applications where the candidate has to convince a committee of the strengths on offer; In the Applied Portfolio the student has to convince the teacher of what has been learned and how effectively. The period February and March of 2013 were not unlike a job interview, the basic structure was known (for the Applied Portfolio) and there was a sense that anything could happen next. Similar to a job interview the Portfolio process requires you demonstrate examples of your learning in an applied setting, a key difference being you get to propose an assessment criteria. Biggs and Tang (1998) assert common approaches to assessment stem from an objectivist theory of knowledge. The objectivist concept accords a dominant role to the measurement model of assessment (Taylor, 1994). Student assessment by applied portfolio according to Biggs and Tang (1998) enables students to apply and benefit from a constructive learning approach. Bay (2011) states learners using the constructive approach move away from memorization-based learning assessment to a more proactive approach where the emphasis is placed more on the learners’ assessment than the teachers.