Seen as a particular form of coursework, students may be favourable towards the use of problem sets as summative assessment. From a disciplinary perspective, science students are generally both the most favourable towards it as well as the most exposed to it. Continuous assessment may be seen by students to have authenticity, whilst also removing the stress that such formats give rise to. Moreover, continuous assessment formats are widely perceived by students as more effective in facilitating learning. Problem sets, of course, provide students with regular practice and opportunities for feedback that can help their development. By having some, or all, of the problem sets play an additional summative assessment role, there is necessarily a clear and explicit alignment of the formative and summative activities of the class.