From Curriculum Mapping to Assessment: One Psychology Department’s Adventure

Matthew T. Heinly, Anurag Rimzhim, Rebecca A. Boncoddo, Carolyn R. Fallahi


Given the current focus on assessment, funding decisions, and increased demands for faculty accountability, many institutions of higher education and academic departments must demonstrate evidence of student learning. Beginning with a curriculum map, we operationally defined how our learning objectives were met for each course. Using this curriculum map, we then developed a common syllabus for each course, which in turn allowed us to more specifically define course learning objectives and a basic outline of content. This process informed and faciltiated the development of embedded assessments and rubrics for each course. Once data is collected from these assessments, we will refine our assessment battery and determine which learning objectives are being met as well as what courses or curricular modifications are needed. This is an account of one department’s assessment process.

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International Research in Higher Education  ISSN 2380-9183 (Print)  ISSN 2380-9205 (Online)

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