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It's a noble motivation (and not even unrealistic in 2015) but what you'll get would still be generative output.

If the only remedy is monitored end of term exams, so be it.

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What exactly is that remediating? I don’t think that approach solves the problem of helping kids learn better.
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Err why can’t there be weekly monitored exams in class?
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> Assignments that require original thinking and regular engagement can reduce incentives to cheat and improve learning outcomes.

At some point in college when I was thinking about law school, I learned about the Socratic Method. It was weird because up to that point in college, I just pretty much flew under the radar and took exams. It was far different than high school, and I realized my high school did pretty much use the Socratic Method. It wasn't as intense as law school, but every class, maybe 4-5 people would we grilled by teachers. This was called "participation."

Shy? Anxiety? Yeah, that didn't matter. Your number would eventually be up a few times a month. You had to prepare and know the assignments, otherwise your grade would suffer and public humiliation was a real thing.

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then they fail. We are talking about adults.
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Students are also people. If we're managing a software project, a single deadline at the end is sure to suffer from delays. It's better to split things into shorter deliverables with more frequent feedback.
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You can have optional assignments and quizzes that serve that purpose.

If you take away the credit given for homework, you still can give feedback, while removing any incentive to cheat.

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Few students do optional assignments unfortunately. Other tasks that are directly worth a gradetend to take priority (e.g. studying for another class that has an exam this week).
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