{"id":256,"date":"2018-08-07T08:26:59","date_gmt":"2018-08-07T08:26:59","guid":{"rendered":"https:\/\/blogs.kcl.ac.uk\/aflkings\/?page_id=256"},"modified":"2019-08-05T14:01:16","modified_gmt":"2019-08-05T14:01:16","slug":"how-can-i-do-assessment-mapping","status":"publish","type":"page","link":"https:\/\/blogs.kcl.ac.uk\/aflkings\/formative-and-summative-assessment\/assessment-mapping\/how-can-i-do-assessment-mapping\/","title":{"rendered":"How can I do assessment mapping?"},"content":{"rendered":"

This page provides a simple guide to designing assessments into a module\/programme, or conducting a\u00a0 review of the assessments. For other examples in use, see the Assessment Mapping<\/a> page.<\/p>\n

At the programme level:<\/h2>\n
    \n
  1. Gather your programme team together.<\/li>\n
  2. Make a list of the learning aims and outcomes for the programme.<\/li>\n
  3. If this is an existing programme, are these LOs still valid and relevant<\/strong> to the discipline, the institution and department priorities? Do they\u00a0take into account\u00a0inclusivity and employability<\/strong> concerns as part of the programme rather than an add-on?<\/li>\n
  4. Is there\u00a0sufficient\u00a0progression<\/strong> of levels of learning? Use QAA guides<\/a> to\u00a0help.<\/li>\n
  5. Produce a table or grid with the programme aims in the left horizontal column and the module titles in the vertical.\u00a0This allows you to see in which modules the programme outcomes are being covered.<\/li>\n
  6. Ideally there should be a spread of LOs across the programme, as in the example above, but this is not always the case. Visualising your learning outcomes in this way allows you to revise core and elective modules to alleviate repetition or add in new skills and LOs.See the example below from Georgetown University, USA:
    \n\n\n\n\n\n\n\n\n\n\n\n
    Example 1: BS<\/b>c<\/b>\u00a0in International Health: Goals and Curriculum Matrix<\/b><\/td>\n<\/tr>\n
    Programme Outcomes<\/td>\nCore knowledge<\/td>\nCritical Thinking<\/td>\nFuse Knowledge and Practice<\/td>\nContribute to the Well-being of all People<\/td>\nExperiential Learning\/Social Justice<\/td>\nAnalytical Skills<\/td>\nDevelopment of the Research Process<\/td>\n<\/tr>\n
    Module<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
    140: Intro to International Health<\/b><\/td>\nX<\/td>\nX<\/td>\n<\/td>\nX<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
    177: Epidemiology<\/b><\/td>\nX<\/td>\nX<\/td>\n<\/td>\nX<\/td>\n<\/td>\nX<\/td>\nX<\/td>\n<\/tr>\n
    441: Community Internship<\/b><\/td>\nX<\/td>\n<\/td>\nX<\/p>\n

     <\/td>\n

    		X<\/p>\n

     <\/td>\n

    		X<\/p>\n

     <\/td>\n

    		<\/td>\n<\/td>\n<\/tr>\n
    444: Global Patterns<\/b><\/td>\nX<\/td>\nX<\/td>\nX<\/td>\nX<\/td>\nX<\/td>\n<\/td>\nX<\/td>\n<\/tr>\n
    445: Globalization and Healthcare<\/b><\/td>\nX<\/td>\nX<\/td>\n<\/td>\n<\/td>\nX<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
    450: International Health Practicum<\/b><\/td>\nX<\/td>\n<\/td>\nX<\/td>\n<\/td>\n<\/td>\nX<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

    Often the core knowledge is the most \u2018covered\u2019 with other skills playing a less significant part. Mapping can allow you to redress the balance.<\/li>\n

  7. \u00a0Next map your assessments onto your LOs using a different\u00a0version of the same\u00a0grid.
    \n\n\n\n\n\n\n\n
    Example 1: BS<\/b>c<\/b>\u00a0in International Health: Goals and Curriculum Matrix<\/b><\/td>\n<\/tr>\n
    Programme Outcomes<\/td>\n<\/td>\nCore knowledge<\/td>\nCritical Thinking<\/td>\nFuse Knowledge and Practice<\/td>\nContribute to the Well-being of all People<\/td>\nExperiential Learning<\/p>\n

    Social Justice<\/td>\n

    		Analytical Skills<\/td>\nDevelopment of the Research process<\/td>\n<\/tr>\n
    Module<\/td>\nAssessment type<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
    140: Intro to International Health<\/b><\/td>\n2000 word\u00a0essay<\/td>\nX<\/td>\nX<\/td>\n<\/td>\n0<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
    177: Epidemiology<\/b><\/td>\nExam (Jan)<\/p>\n

    Exam<\/p>\n

    (June)<\/td>\n

    		X<\/td>\n?<\/td>\n<\/td>\n0<\/td>\n<\/td>\n?<\/td>\n0<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

    Note that in the above example, the\u00a02000 word\u00a0essay meets two of the LOs but staff could not find where it might meet the ability to\u00a0contribute to the well-being of all people.<\/p>\n

    The Epidemiology exams were\u00a0deemed to be ambiguous in the way the questions were written as to whether it was assessing analytic skills as staff agreed it relied mostly on rote learning apart from one short essay which assessed criticality.<\/li>\n

  8. Use a simple timeline to map your formative and summative assessments, the submission deadlines and the return dates\u00a0for each module.\u00a0\u00a0See the examples A and B below:A: a timeline\u00a0 \u00a0<\/strong>\"\"\u00a0<\/strong>B: a simple grid<\/strong>
    \n\n\n\n\n\n\n\n\n\n\n\n\n\n
    <\/td>\nIntro to International Health<\/b><\/td>\nEpidemiology<\/b><\/td>\nCommunity Internship<\/b><\/td>\nGlobal Patterns<\/b><\/td>\nGlobalization and Healthcare<\/b><\/td>\n<\/tr>\n
    Sept<\/b><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
    Oct<\/b><\/td>\n<\/td>\n<\/td>\n<\/td>\nX<\/td>\nX<\/td>\n<\/tr>\n
    Nov<\/b><\/td>\nX<\/td>\nX<\/td>\n<\/td>\n<\/td>\nX<\/td>\n<\/tr>\n
    Dec<\/b><\/td>\n<\/td>\n<\/td>\nX<\/td>\nX<\/td>\n<\/td>\n<\/tr>\n
    Jan<\/b><\/td>\nX<\/td>\nX<\/td>\n<\/td>\nX<\/td>\n<\/td>\n<\/tr>\n
    Feb<\/b><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
    March<\/b><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
    April<\/b><\/td>\n<\/td>\n<\/td>\n<\/td>\nX<\/td>\n<\/td>\n<\/tr>\n
    May<\/b><\/td>\n<\/td>\nX<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
    June\u00a0<\/b><\/td>\nX<\/td>\nX<\/td>\nX<\/td>\nX<\/td>\nX<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/li>\n
  9. \u00a0Analyse your assessment patterns using the <\/strong>TESTA Assessment Patterns which work and which fail document.\u00a0 <\/strong><\/a>This provides a clear guide to evaluating the patterns on your modules and programmes.<\/li>\n
  10. Use the Ensuring the Balance<\/a> guide and AFL@Kings to help you address any issues you notice<\/li>\n<\/ol>\n

    At the module level<\/h2>\n
      \n
    1. Gather your module team together. All people who teach on the module should be involved so that even colleagues who only deliver one or two lectures can visualise the larger picture.<\/li>\n
    2. The above steps at the programme level are still useful as they will help you to visually identify how your module fits into the larger programme.<\/li>\n
    3. Map your assessments to your LOs using a grid\u00a0(as above).<\/strong><\/li>\n
    4. Use a simple timeline or grid (example A or B above)<\/strong> to map your formative and summative assessments, the submission deadlines and the return dates.<\/li>\n
    5. Analyse your assessment patterns using the TESTA\u00a0 Assessment Patterns which ‘work’ and which ‘fail’<\/a> <\/strong>.\u00a0This provides a clear guide to evaluating the patterns on your modules and programmes.<\/li>\n
    6. Use the Ensuring the Balance<\/a> guide and\u00a0AFL@Kings to help you address issues.<\/li>\n<\/ol>\n

       <\/p>\n

      Two further resources which might help you to analyse Assessment patterns on programmes:\u00a0 Contact King’s Academy for spreadsheets and full materials\u00a0<\/strong><\/p>\n

      Mark Russell’s ESCAPE-AssessmentPatterns-ProgrammeView<\/a><\/p>\n

      University of Kent’s EQUIP-User-Guide-2018\u00a0 \u00a0 <\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

      This page provides a simple guide to designing assessments into a module\/programme, or conducting a\u00a0 review of the assessments. For other examples in use, see […]<\/a><\/p>\n<\/div>","protected":false},"author":386,"featured_media":0,"parent":111,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-256","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/pages\/256","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/users\/386"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/comments?post=256"}],"version-history":[{"count":13,"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/pages\/256\/revisions"}],"predecessor-version":[{"id":1228,"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/pages\/256\/revisions\/1228"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/pages\/111"}],"wp:attachment":[{"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/media?parent=256"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}