The paper commences by briefly introducing the systems engineering programme, then focuses on the "systems" module, which requires the first-year students to undertake a number of "open-ended" projects. During the problem-based learning (PBL) based projects the students are expected to combine creativity and the knowledge they acquire during the theoretical sessions. The paper analyses cohort's overall first-year marks and the "systems" marks together with other module marks in an anonymous fashion. The paper concludes by discussing the patterns and by providing evidence for strengthening factors in assessment methods in PBL. (Contains 1 table and 6 figures.)