But did they learn? That is the purpose of the assessment tasks designed and developed to focus on the student's learning and not just the teaching of a module with students completing the Master of Information in Technology Education at the University of Hong Kong. A series of rich assessment tasks are used where students compose elements of group and individual tasks to construct their own knowledge in a social context to produce quality learning outcomes. This paper illustrates how such assessment tasks, supported by technology, can drive the learning and prevent students from regurgitating plagiarized facts. © 2007 Springer.