High-stakes exam can promote surface approach to learning and can disfavour certain groups of students. In some courses, such as in pilot training, the students have to pass a number of high-stakes exams to obtain their licence. In this paper, we examine how to better prepare students for the summative high-stakes exam and encourage the students to adopt a deep learning strategy. Our suggestions are to incorporate formative assessments in the form of group work with peer review and quizzes into the courses.