Assuring the teaching and learning quality of a single course which is taught by more than 40 teachers to some 3000 students poses a huge challenge at all levels. Thorough preparation, in terms of course design, delivery mode of course content, implementation of assessment tasks, and course-based interface of a learning management system (LMS), needs to be done effectively. During the term, peer class observations, team meetings, and grade moderation meetings with outcomes-based assessment rubrics have proved useful in encouraging professional exchange among colleagues and in ensuring consistency in grading across sections. To facilitate a systematic course review, a file server was set up to document students’ works for grade moderation and related data analysis. As a final step, end-of-term course-based questionnaires were administered to teachers and students to solicit detailed feedback on the course.  With such a mechanism in place, a comprehensive critical review of both the process and products of teaching and learning can thus be implemented accordingly.