Students were found to be more receptive when they could observe a clear link between the teaching concepts and their assessment criteria (Biggs and Tang, 2007; Kinesh and Knight, 2013; Biggs and Tang, 2015). The fundamental principles within Biggs and Tang's (2007) concept of constructive alignment are meaning-making and learner constructed knowledge with learning that is linked closely to the programme outcomes and assessment criteria (Kinash and Knight, 2013).