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This article reports on the implementation of a programme of individualised, peer-graded homework assignments in a large-scale engineering course, with minimal resources. Participation in the programme allows students to receive grades for problem-solving work in a setting more conducive to learning than the traditional final examination. The homework programme was designed to support the ordinary course work and examination preparation of students along the semester, rather than an expansiondoi:10.25304/rlt.v28.2339 fatcat:ukdzjbduwve2npt2msjuxfx7zq