In the online neuroscience course BIOL F194, students are asked to conduct observational research on a large video set of mouse behavior. They also have to master a significant amount of domain content. Since this was a one-credit course with no midterm or final, the professor was concerned about what assessment design could allow students to grasp the material. I and my collaborating designers suggested a low-stakes, infinite-repetition model of quizzing, in which students must pass every quiz with a score of 100%, but they can take the quiz as many times as they like. Using the Canvas progression locking functionality, students could not skip over the quizzes. Because they were designed to be short, and with no “trick” questions, students found them to be achievable tasks that built momentum in their course progression, rather than roadblocks that created frustration. This is a small design choice that had large effects on the student experience, and was built from careful and reasoned collaboration with the instructor.