Curriculum Design for Active Teaching

From evidence gathered in practice, students identified confusion around the academic skills required for study and in understanding the concept of 'criticality'. Research supports these findings, in the 'hidden curriculum', which outlines that students with assessment knowledge can fare better (Koutsouris, Mountford-Zimdars and Dingwall, 2021). Furthermore, the social construction of assessment highlights that teaching assessment literacy to make criteria explicit is key (Hanesworth, Bracken and Elkington, 2019). This resource is designed to address student concerns and is based on a creative pedagogy to engage students (Lin, 2011).