Assessment is an integral part of academic practice models and by no means the easiest from a pedagogical perspective. Assessment can change the student"s perception and attitudes towards learning and consequently the way in which they manage their curricular expectations and further career development. Learning outcomes indicate what is expected of students, help staff plan the delivery and provide students and employers with descriptors of the levels of knowledge and skills achieved. The challenge of any assessment method is to measure with rigour and fairness the level to which learning outcomes have been met. This communicates to students and employers, a sound mechanism for comparing the quality of the educational experience. The research aimed to design and implement an assessment model that recognises individual contributions of students within a team based on the work of the International Personality Item Pool (IPIP). The question being asked in this research was: "can the work of the International Personality Item Pool which measures Personality and Other Individual Differences be used to express an innovative, rigorous and fair assessment process of individuals and teams so that students are better prepared to develop their own careers mirroring the way individuals work in teams". The methodology proposed recognises, measures and rewards the contributions of individuals, teams and teamwork efforts associated with engineering and technology business tasks as part of a career development and employability program. The research showed that through empirical and scientific methods that the proposed principles are a sound representation of an innovative assessment model that is rigorous and fair as it is based on scientifically proven constructs by the scientific community which enables academic practitioners to enable students career development within their academic study.