Resources for assessment coordinators to use in their department meeting:
Lesson Plan for Curriculum Mapping (supporting materials located in lesson-plan folder)
(TOTAL = 120 MINUTES)
A. Materials Needed
1. PowerPoint presentation or access to Academic Assessment website
2. Sample Curriculum Maps & Guiding Questions handout
3. Copies of current curriculum map
4. Sticky-notes, markers, tape
5. Blank, over-sized curriculum map grid with your program’s degree requirements and
(abbreviated) student learning outcomes.
6. Large flip chart paper, white board, or computer + projector
7. Faculty group, facilitator, note-taker
8. Survey
9. Work Session Evaluation Report
B. Objective and Outcomes - (TOTAL = 5 MINUTES) – Welcome participants, and explain the purpose of
the meeting and the intended outcomes:
The purpose of this work session is to:
1. Review the department’s accomplishments from the previous assessment cycle, and any
feedback received from the Office of Academic Assessment (using the rubric). It is important to
keep faculty informed of the department’s assessment efforts, and be given the opportunity to
discuss the issues as a group.
2. Explain the next step in the assessment process, starting with this work session – creating a
curriculum map.
By the end of this work session, participants will:



recognize basic assessment terminology (curriculum mapping)
analyze and evaluate sample curriculum maps, and
create a curriculum map for their program, identify any gaps in the curriculum, and suggest
changes that will make the curriculum more effective in providing students multiple
opportunities to apply, practice and integrate what is learned.
C. Review Basic Terminology - (TOTAL = 15 MINUTES) –
Use the material on the Academic Assessment website (Create a Curriculum Map) and any additional
reading to create a PPT, and present the PPT to your faculty to review the terms and concepts. (Refer to
the University of Hawai‘i at Mānoa’s PPT available in the lesson plan folder for ideas. )
D. Facilitation Activity – Curriculum Mapping (TOTAL = 20 MINUTES)
(adapted from Alignment in Assessment 101: The Assessment Cycle, Clear and Simple (Driscoll, 2012) WASC
Assessment Retreat, Curriculum Mapping Facilitation Activity from the University of Hawai‘i at Mānoa, and
Beginning with dialogue about teaching and learning. In P. L. Maki (2004), Assessing for learning: Building a
sustainable commitment across the institution)
1. Preparation:
Make copies of the “Sample Curriculum Maps & Guiding Questions” handout . They will be handed out
to faculty for discussion during the work session.
2. Instructions to participants:
In this exercise, we’ll be analyzing sample curriculum maps. Divide into groups of three or four, and take
a copy of the “Sample Curriculum Maps & Guiding Questions” handout. Presented in your handout are
three hypothetical curriculum maps.
As you can see, each curriculum map is a simple matrix with degree requirements in rows in the first
column and program learning outcomes across the top. A filled-in cell indicates that the course
emphasizes an outcome. [A blank cell means no significant emphasis. The content or skill may exist in
the course, but it’s not directly emphasized. ]
The “I” signifies that the learning outcome is introduced during that particular course. The “D” signifies
that the learning outcome is practiced and students receive feedback. The “M” signifies that students
can demonstrate mastery of the outcome appropriate for graduation.
The goal of this exercise is to see where in the curriculum students are significantly exposed to the
outcomes and determine if there are enough learning opportunities.
Curriculum Map 1
Program Learning Outcomes
PLO 1
PLO 2
PLO 3
PLO 4
PLO 5
Program Courses
100
I, D
I
101
I
D
102
D
D
D
103
D
200
D
D
229
D
230
D, M
M
280
290
M
D, M
M
I = Introduced, D = Developed & Practiced with Feedback, M = Demonstrated at the Mastery Level Appropriate for Graduation
Curriculum Map 2
Program Learning Outcomes
PLO 1
PLO 2
PLO 3
PLO 4
PLO 5
PLO 6
Program Courses
100
I, D, M
101
I, D, M
102
I, D, M
103
I, D, M
203
I, D, M
230a
I, D, M
230b
I, D, M
280
I, D, M
290
I, D, M
I = Introduced, D = Developed & Practiced with Feedback, M = Demonstrated at the Mastery Level Appropriate for Graduation
Curriculum Map 3
Program Learning Outcomes
PLO 1
PLO 2
PLO 3
PLO 4
PLO 5
PLO 6
PLO 7
PLO 8
Program Courses
100
I
I
I
I
I
I
I
I
101
D
D
D
D
D
D
D
D
102
D
D
D
D
D
D
D
D
103
D
D
D
D
D
D
D
D
200
D
D
D
D
D
D
D
D
229
D
D
D
D
D
D
D
D
230
D
D
D
D
D
D
D
D
280
D
D
D
D
D
D
D
D
290
M
M
M
M
M
M
M
M
I = Introduced, D = Developed & Practiced with Feedback, M = Demonstrated at the Mastery Level Appropriate for Graduation
Evaluate each hypothetical curriculum map separately. Assume that each curriculum map represents a
simplified version of set of required courses offered within your program. As a group, identify any gaps
in the curriculum, and suggest changes that will make the curriculum more effective in providing
students multiple opportunities to apply, practice and integrate what is learned.
Consider the following questions to guide your discussion:
Coherence Questions




Does each course (and required experience) contribute to the program learning outcomes?
Do we offer students enough learning opportunities for each outcome?
Does any course try to do too much? Is it possible for a single course to help students make
significant improvement on all of the PLOs? What’s appropriate?
For programs that allow students to choose courses from a group of program electives: Is it possible
for students to choose certain program electives and then not be exposed sufficiently to an
outcome? If yes, what suggestions do you have?
Assumptions of Teaching and Learning Questions:





What educational philosophy, principles, theories, models of teaching, research on learning, or
shared assumptions underlie curricular design, instructional design, pedagogy, or use of educational
tools to promote institution- or program-level expectations for student learning?
What pedagogies or educational experiences develop the knowledge, understanding, habits of
mind, ways of knowing, and problem solving that the institution or its programs value?
How do students become acculturated to the ways of thinking, knowing, and problem solving that
the institution or its programs value?
How do faculty and staff intentionally build upon each others’ courses and educational experiences
to achieve institution- as well as program-level learning priorities?
Which students benefit from specific teaching strategies, educational processes, or educational
experiences?
Assessment Planning Questions

Which senior-level courses already use assignments that align with program outcomes? Can we
gather evidence of student learning from those courses?
E. Department Work – Developing a Curriculum Map for Your Program (TOTAL = 65 MINUTES)
1. Preparation:
Consider using post-it notes for this activity. Create a blank, over-sized curriculum map grid with your
program’s degree requirements and (abbreviated) program learning outcomes. [see Hypothetical
Psychology Program Student Learning Outcomes, Requirements, and curriculum map at the end of this
lesson plan to grasp the intent.]
Have copies of the program’s current curriculum map.
2. Instructions for participants:
The activity today involves you using sticky-notes to indicate whether the courses you teach directly
address the PLOs and devote time to help students achieve the PLO. For those of you who teach the
same course, please discuss and decide on what’s appropriate.
This map will represent our curriculum NOW. After we’ve finished, we’ll analyze it and discuss changes
that might be considered.
There are sticky-note and markers on your table for you to use. For each course and each outcome,
place an “I”, “D”, and/or “M” on the sticky-notes, if applicable, to indicate if your course Introduces,
Develops, and/or Masters the learning outcome, and add to the map. Use an asterisk if student projects
or tests can be collected for program assessment from the course.
Any questions before we get started?”
The faculty members stand up and add their sticky-notes to the giant curriculum map. They discuss, as
needed, among themselves to reach consensus on classes that several people teach.
3. Sharing time:
The facilitator leads a discussion about program coherence and ways to improve coherence. Below are
guiding questions the facilitator and faculty colleagues can use to analyze the curriculum map.
Another person (or the facilitator if no one can help) records the gist of the ideas and suggestions using
a marker + flip chart paper or with a computer + wall projector.
Coherence Questions

Does each course (and required experience) contribute to the program learning outcomes?



Do we offer students enough learning opportunities for each outcome?
Does any course try to do too much? Is it possible for a single course to help students make
significant improvement on all of the SLOs? What’s appropriate?
For programs that allow students to choose courses from a group of program electives: Is it possible
for students to choose certain program electives and then not be exposed sufficiently to an
outcome? If yes, what suggestions do you have?
Assumptions of Teaching and Learning Questions:





What educational philosophy, principles, theories, models of teaching, research on learning, or
shared assumptions underlie curricular or co-curricular design, instructional design, pedagogy, or
use of educational tools to promote institution- or program-level expectations for student learning?
What pedagogies or educational experiences develop the knowledge, understanding, habits of
mind, ways of knowing, and problem solving that the institution or its programs value?
How do students become acculturated to the ways of thinking, knowing, and problem solving that
the institution or its programs value?
How do faculty and staff intentionally build upon each others’ courses and educational experiences
to achieve institution- as well as program-level learning priorities?
Which students benefit from specific teaching strategies, educational processes, or educational
experiences?
Assessment Planning Questions

Which senior-level courses already use assignments that align with program outcomes? Can we
gather evidence of student learning from those courses? [mark these courses on the curriculum map
with an asterisks]
For each question about coherence and planning, the facilitator allows the conversation to continue
until saturation and then asks the group to consider a decision. Consider how the new curriculum map
differs and/or is similar to the curriculum map presented at the beginning of the exercise.
Continue until the curriculum has been analyzed, suggestions made, and courses or locations in the
curriculum have been selected from which to collect evidence.
Facilitator wraps up the discussion: summarizes, praises accomplishments, and gives next steps.
F. Complete Survey (TOTAL = 5 MINUTES)
Have faculty complete a short survey and collect the feedback.
Survey
Thank you for participating in this assessment work session. Please take a few minutes to indicate to
what extent this session was useful in preparing you to accomplish the following:
Very
Useful
Useful
Some
what
Useful
Not
Useful
NA
Understand the basic assessment terminology
Analyze and evaluate curriculum maps
Create a cohesive curriculum with multiple opportunities
for students to apply, practice and integrate what is learned
What was the most valuable aspect of the work session? Why?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
What was the least valuable aspect of the work session? Why?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
What other constructive comments would you like to share?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
G. Discuss Next Steps (TOTAL = 10 MINUTES)
Thank faculty for participating. Summarize what was accomplished during the work session, and confirm
the next steps in the annual assessment process. Remind faculty that assessment is a collective effort.
Ask faculty to commit to continued participation in the assessment process, assign tasks and set
deadlines to help you in meeting your responsibilities as assessment coordinator.
H. Work Session Evaluation Report
Following the work session, take the time to evaluate the work session using the information gathered
from the survey and your own observations. Use the evaluation report template (see below) to
complete the report, and submit a copy to the Office of Academic Assessment by September 1st.
Work Session Evaluation Report Template
Write an executive summary of your department work session. Include information about the following:
1. A summary of the objectives and outcomes of your work session,
2. An explanation of how the meeting was facilitated (e.g., lecture, exercise activity, discussion),
3. A description of the participants (e.g., number of attendees, level of engagement, survey
response rate),
4. Feedback about the overall session based on evidence collected (participant survey responses
about things that went well and things that could be improved). Include actual quotes when
possible, and
5. A reflection on how well the resources made available to you as the assessment coordinator
helped you prepare for the work session, and any suggestions for improvement.
EXAMPLE CURRICULUM MAPPING ACTIVITY - Hypothetical Psychology Program Learning Outcomes
and Requirements (excerpted from Curriculum Mapping Facilitation Activity from the University of Hawai‘i at
Mānoa)
Program Learning Outcomes
1.
2.
3.
4.
Compare and contrast major concepts and themes in psychology
Interpret, design, and conduct basic psychological research
Apply ethical standards to evaluate psychological science and practice
Craft clear and concise written communication to address specific audiences (lay, peer,
professional); deliver complex oral presentations and answer questions about psychological content
5. Interact effectively with others by deploying psychological concepts to facilitate effective
interactions with people of diverse backgrounds
Course Requirements
Psych 101:Intro to Psychology
•
•
•
Gateway course that introduces students to the major perspectives in psychology.
Emphasis on the broad scope of modern-day scientific psychology
Evaluation = multiple-choice exams
Psych 209: Fundamentals of Psychological Research
•
•
•
Psychological research methodology and techniques.
Ethical issues in psychological research
Evaluation = multiple-choice exams
Psych 303: Theories of Personality
•
•
•
Survey of major perspectives, scientific issues, applications, and research finding in the area of
personality
Emphasis on hands-on research
Evaluation = multiple-choice exams; research report in APA style
Psych 345: Experimental Psychology
•
•
•
•
Focus on experimental research designs used in psychological research
Topics include research design and statistical analysis
Emphasis on appropriate designs for different research questions
Evaluation = multiple-choice exams
Psych 356: Psychobiology
•
Behavior from a natural science viewpoint
•
•
Topics include evolution, behavior genetics, neural mechanisms, drugs and behaviors, neural
bases of memory and cognition
Evaluation = multiple-choice exams; analysis papers
Psych 367: Social Psychology
•
•
•
Cognitive, behavioral, and emotional effects of people
Topics include interpersonal relations, attribution, attitudes, group behavior, stereotypes, social
roles
Evaluation = multiple-choice exams
Psych 414: Cognitive Development
•
•
•
Overview of theoretical perspectives concerning development of children’s thinking from birth
through the early school years.
Emphasis on how researchers design experiments to assess cognition in children
Evaluation = analysis papers; research proposal in APA style
Psych 489: Senior Seminar in Psychology
•
•
•
Capstone experience
Students participates in supervised research or fieldwork
Evaluation = research proposal; research report in APA style; oral presentation
Photo of the completed curriculum map after the initial part of the role-playing activity. Participants
used “X” to indicate that a course directly and substantially addresses the student learning outcome.
2”x3” sticky-notes were used on a 2 feet by 3 feet sheet.
Note: typical programs have more course requirements and require additional sheets. Course numbers
are usually sufficient and recommended (for this activity, course numbers plus descriptions were used).