Proponents of the system, guided by a conception very like the standard one-dimensional incentive model, argue that these incentives will lead teachers to work harder at teaching and to take greater interest in their students' success. Opponents counter that the principal effect of the proposed reform would be that teachers would sacrifice such activities as promoting curiosity and creative thinking and refining students' oral and written communication skills in order to teach the narrowly defined basic skills that are tested on standardised exams. "It would be better, these critics argue, to pay a fixed what without any incentive scheme than to base teachers' compensation only on the limited dimensions of student achievement that can be effectively measured". (Emphasis in original).