#15toptips for Student-Centred Teaching 3: Build ‘authenticity’ into your assessment strategy

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As lecturers we often tend to think first of what we want to teach. This is an entirely natural response if we view ourselves primarily as subject specialists. Given the task of developing a module on, say, the development of medieval domestic architecture, my own immediate priority as a young lecturer was to think of the content – domain knowledge – that it was crucial (in my view) to cover in such a module. I’d then start thinking about how these could be reframed as ‘objectives’ and ‘learning outcomes’. Thinking about assessment often came last, and when I did I often fell…

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