In undergraduate computing degree programs, students typically participate in team-based capstone projects to develop real-world software products. While these projects can provide students with authentic learning experiences involving various aspects of software development, project management, and teamwork, individual contributions are rarely assessed. Instead, instructors typically evaluate all members of a team together using a set of traditional deliverables as the basis for grading. This approach is deficient in that it deprives students of opportunities to focus on specific aspects of software development, to obtain and provide feedback, and to reflect on individual learning experiences. In this Position & Curricula Initiative (PCI) paper, we propose a pedagogy to facilitate students’ ability to choose, document and reflect on individual project contributions, receive feedback specific to those contributions, and assess peer contributions. A novel framework of performance indicators—based around ABET’s student learning outcomes for undergraduate computing and engineering degree programs—is presented that describes measurable achievements and provides evidence of attaining student learning outcomes. Portfolio creation and assessment activities are outlined, including the use of a software tool to help streamline the process for instructors and students alike. This structured pedagogical framework allows students the ability to engage more directly in the set of software development and project management skills they are most interested in, thus increasing their motivation to succeed and ultimately their preparation for careers in the software profession.