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It seems like this article raises as many questions as it answers. The first, of course, is whether the CIP is doing enough to provide the elements which do support deep change. But I think we also have to ask, if incentives don't produce deep change, what do they support and is that enough?

What do classes look like as you move from infrequent, high-stakes assignments and exams to frequent grading of low-stakes activities? Warnock makes a number of claims, backed up by the literature - students become more confident and motivated, there's less incentive to cheat, the dialogue between students and faculty improves. I particularly like the last half of the article, where he talks about the practical elements of increasing informal writing or quizzing in a course.