Completion is only one signal
A submitted assignment shows that work was produced. It does not always show how a student understood the problem, selected an approach or responded when an assumption failed.
Practical learning creates opportunities for that reasoning to become visible.
Ask students to explain choices
A short explanation can reveal whether a student understands why a method fits the problem. It can also surface uncertainty that a polished final submission conceals.
The explanation does not need to become another large assessment. A brief oral review, annotated decision or reflection on a changed assumption may be enough.
Include moments of revision
Real work rarely moves directly from instruction to a perfect result. Milestones and feedback allow students to revise their approach and demonstrate how they use evidence.
This also changes the role of feedback. It becomes part of the learning process rather than a comment delivered after the opportunity to improve has passed.
Use AI without hiding the learning
Students may use AI to explore ideas, organise material or test an explanation. The learning design should still make their judgment visible. Asking what was accepted, rejected, verified or changed is often more useful than asking only whether a tool was used.
Adapt the method to the subject
An engineering project, a literature analysis and a business case require different evidence of understanding. The common principle is that students should be able to apply knowledge, explain a choice and examine the result.
Practical learning is strongest when the activity and the evidence both serve the intended learning outcome.