In this paper we examine the history and development of internal assessment practices at a university in New Zealand. The work re-visits the 'assessment arms race' study and builds upon the key arguments presented so far. It was discovered that student demand in the early 1970s triggered the introduction of internal assessment and workloads quickly increased to problematic levels. When the institution moved from year-long courses to a semester and module structure in the 1990s, there was a further increase, and assessment levels have remained high and unchanging since. There were differences between sciences and arts-type subjects which suggest signature assessment practices. The results are explained through the arms race metaphor and some practical suggestions for alternative practices are given that should stimulate further debate on the potential for transforming assessment across higher education.