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Activity Led Learning (ALL) and Problem Based Learning (PBL) would appear to have some issues in respect of the relevance of assessment to the "activity" or "problem" as undertaken by students. This situation is somewhat exacerbated by the associated element of "constructive alignment" in seeking to design assessment and Laboratory materials which meet curriculum needs and their recognition as being relevant fair and appropriate by students. This paper seeks to example how the process can be achieved by designing appropriate curriculum content, challenging but fair assessment materials which validate the teaching and learning demonstrated by student achievement and satisfaction.