Session 7.6: Same data, different perspective; a preliminary study of assessment mapping in the Health Sciences

Poulos, A., Mahony, M.J., and Lewis, M.J.

The Faculty of Health Sciences is conducting a TIF-supported assessment mapping project to develop a deeper understanding of assessment factors which potentially impact on students’ perception of workload. The pilot study was to gather assessment data and explore visually, in an information map, different perspectives of an assessment schedule. Data was collected from the Faculty’s Assessment Program Meeting (APM) schedules developed for three undergraduate courses.

Mapping for improvement is an iterative process representing cycles of inquiry. During the first cycle, the diverse vocabulary used by staff in describing continuous assessment items was identified. Therefore, an initial outcome was the need for a constrained vocabulary to increase common understanding about what and how we communicate assessment requirements to students and colleagues.

During the second cycle of inquiry, several perspectives of assessment data were identified. A second outcome was the need to view patterns of assessment for curriculum continuity across an entire undergraduate course.

Assessment mapping will be recommended to all courses in the Faculty to improve understanding of the assessment profile of courses. Continued use of an assessment type in a scaffolded manner throughout a course enables students to build and transfer skills in a systematic way. Anecdotal evidence would suggest the mapping process is providing a way for staff to reflect on their vocabulary, their curriculum and the assessment profile they offer to students.