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Curriculum renewal is a continuous process. Teachers are continuously reviewing many aspects of the curriculum. For example, they may be reflecting on what is helping their students to learn, identifying areas that students find difficult to grasp, considering how well (or not) courses and learning experiences support each other, assessing learning materials, trying out new delivery models, soliciting feedback from recent graduates, or responding to new trends and advances in their field. Many tools and practices regularly used by teachers can be used to inform curriculum review and renewal.

Classroom Assessment Techniques (CATS) were developed by Thomas Angelo and Patricia Cross more than a decade ago. Since then they have been used, adapted and augmented by teachers who use them to collect information about their teaching practice and about how well learners are responding to the curriculum they are implementing.

You will find information about Classroom Assessment Techniques: A Handbook for College Teachers, 2nd edition.

You can find more about CATS on websites published by the Institute for Child Development.

BCIT has posted information to support faculty who wish to use the Small Group Instructional Process (SGIP) to find out what students think of a course while it is in progress. 

The FLAG (Field-Tested Learning Assessment Guide) project has some tools and techniques that could be applied to curriculum review. 

The University of Sydney has provided information to teachers wishing to gather their own feedback from students. While the focus is on instructional quality, the ideas could be broadened to collect information about curriculum design and delivery as well. 

This article poses questions that can be used to frame curriculum review at both a program and course level

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