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In this paper, the starting assumption is that there is more leverage to improve teaching through changing aspects of assessment than there is in changing anything else and, at the same time, the teachers know less about how students respond to assessment than about anything else. As this project progresses, teachers" insights and evidence of effective changes to courses will lead to these "conditions" being developed further. Students tend to gain higher marks from coursework assignments thandoi:10.17148/iarjset.2016.3330 fatcat:2mki3yc63jgd3bmmlm7v4f76kq