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Student Learning Assessment Resources

This video from the University of Kentucky describes the purpose of curriculum maps as tool for curriculum design and review as well as for assessment planning. The process described incorporates best practices for curriculum mapping, emphasizing the importance of collaboration among program faculty. When was your program curriculum map last reviewed and updated? How have you used your curriculum map to inform faculty and students about the structure of your academic program? How can you use your curriculum map to target assessment measures to generate useful insights into student learning?

Curriculum Mapping Overview

Curriculum maps provide a visualization of an academic program, indicating in which courses specific student learning outcomes are addressed and at what level (typically “introduced,” “reinforced,” or “mastered”). The curriculum map helps departments to identify any gaps in their curriculum, such as an SLO with limited inclusion, or missing levels of learning to support mastery. These gaps indicate where curriculum changes or additions may be needed. Alternatively, the curriculum map may show significant duplication in the curriculum, which could indicate a need to adjust content of specific courses or substitute courses that could more effectively meet the needs of overall student learning.

For reviewers, the curriculum map provides necessary context for the assessment process. Reviewers can use the curriculum map to understand how student learning is cultivated throughout the program and to consider the level of student learning addressed in specific courses included in annual assessment. It is helpful to indicate which courses in the program are required and include a description about how electives are selected.

Course student learning outcomes should be reviewed in the process of curriculum mapping. The course student learning outcomes should provide evidence of alignment with the program SLOs and indication of the level of student learning that is addressed in each course. Keeping course student learning outcomes up to date and ensuring that they follow best practices should be a priority to assist in accurate program design and curriculum mapping.

Examples

For examples of curriculum mapping from Georgia Southern University academic programs, please see the Academic Program Assessment Document Handbook.

 

Curriculum Map Peer-review Criteria

At Georgia Southern, the Academic Assessment Steering Committee (AASC) reviews all academic program assessment documents on an annual basis. When reviewing curriculum maps, the committee uses the following rubric criteria to provide feedback to the program:

1 - BEGINNING 2 - DEVELOPING 3 - ACCEPTABLE 4 - EXEMPLARY
Absence of curriculum map, or some relevant program courses and/or SLOs are not addressed on the curriculum map. All relevant program courses and SLOs are shown on the curriculum map, but the map does not indicate the depth of coverage for SLOs in the courses. All relevant program courses and SLOs are shown on the curriculum map, and the map indicates the depth of coverage for SLOs in appropriate courses. A continuum of learning demonstrated on the curriculum map. SLOs are well balanced throughout the courses/experiences in the program, with appropriate depth of coverage for each SLO.

NOTE: This trait only applies to Academic Program assessment documents, not core courses.

Curriculum Map Additional Resources