What is Assessment Mapping?

How do you go about assessing your assessments? Mapping your assessments for the amount of effort each requires, where they fit in the information fluency framework, and the ratio of public to private activities they contain, can help you evaluate and balance your course to avoid design deficiencies.

How can I use Assessment Mapping in my Course?

After you defined your lesson outcomes, considered them in light of the Information Fluency Triad and mapped out some of your course assignments/activities/ workflows using the Learning Assessment Cycle, you will begin to design assessments for students to prove to you that they have attained some level of understanding. Keeping in mind the  “egg” from Understanding by Design, make sure you are focusing the more complicated assessments or majority of assessments on those big ideas and big course outcomes. Assessment of rote memory of formulas, facts and/or terms are important, but do not necessarily measure understanding of a subject or the big ideas which you want your students to obtain.

UBD-Egg-rev

Effort Mapping

Here are some examples of different assessment types and an evaluation of the amount of Instructor Effort and Student Effort for completing the assessment based on 1 for little effort and 3 for a lot of effort. Instructor’s effort includes time spent to create the materials and to grade the assessment. Student effort is a measurement for effort for completion.

Assessment Type Instructor Effort Student Effort
Blackboard Internal/Audio-Grade 1 1
Survey 2 1
Short Answer/Essay 3 2
Paper/Report 3 3
Jounal/Reflection 2 2
Structured Discussion Board 2 1
Demonstration/Presentation 1 3
Scenario 2 2
Role-Playing 2 2
Games 2 1
Portfolio 3 3
Research Project 3 3
Standardized Exam 1 2
Certification Exam 1 2
Case Study 3 3
Participation / Presence 1 1
Modeling / Simulation 3 3
Problem solving 2 3
Student-led Interaction 2 2
Precis / Summary / Thesis / Synthesis 1 2
Self / Peer Evaluation 2 2
Interviewing 2 3

Information Fluency Mapping

As your students are working on their assessments, are you asking them to use domain knowledge, critical thinking, and presentation skills? Are they reading a ton, but rarely asked to exhibit what they’ve learned from their readings in a presentation? Could it be that they’re reading too little? Examining effort expended in light of how it is expended could illuminate deficiencies in course design.

info-fluency-activities

Public vs. Private Mapping

Another axis on which to measure student effort: Note the vertical line in the center of the Learning Activities Cycle that is derived from the Information Fluency triad. This line represents the most common demarcation between private (on the left) and public (on the right) activities. A common route through the assessment cycle is to encourage individuals to read, think, research and reflect privately before creating a product that goes “public,” whether that public be the learning community in the classroom (distributed or otherwise) or out into the open where the rest of the world has access.

What are the issues to consider when making the decision to integrate a public performance into the class? What are the benefits? What are the drawbacks and constraints?

Resources

About the Author:

Jennifer is an Instructional Designer at UAF eLearning interested in emergent technology such as augmented reality, interactive media, and wearable devices and how these trends fit into educational experiences. She also enjoys painting, photography, travel and exploring wilderness areas off the grid.

This page was last updated on : Oct 24, 2014