In contrast to ‘traditional teaching methods’ (here referring to faculty-led lectures and classes with written exams as the major assessment form), elements of active learning and small-group sessions together with a tutor are often claimed to provide efficient and appealing learning experiences. Continuous assessment can also provide additional benefits if providing feedback in a way that enables “assessment for learning” rather than simply “assessment of learning” (Hernández, 2012), which indicates an element of formative assessment. The empirical support for active learning is extensive (Prince, 2004), often leading to better student attitudes and improvements in students’ thinking and writing (Bonwell & Eison, 1991). Small-group sessions at Cambridge university and Oxford university are claimed to play a key role in those institutions’ extraordinary success, and the main feature that sets them apart from most other universities (Moore 2016)