Course analysis and assessment mapping

Deb Murdoch, Sandra Fisher

Research output: Other contribution to conferenceAbstractpeer-review


Course analysis and assessment mapping in the STAR program has been undertaken to identify where first year curriculum principles have already been incorporated in a course and discover where the principles could be further integrated to scaffold and support first year students into university and academic life. An analytical map was used to identify constructive alignment of assessment to outcomes and recognise where and how learning activities had been incorporated into the subject. The purpose has been to determine where there are gaps in subjects and where additional material and processes should be included and where redundant material could be removed. The
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results have shown that there is already positive inclusion of the principles in some areas and some gaps in others. In the process, assessment has been mapped and shows the importance of planning for assessment in the first year at university. The mapping of assessments can serve two purposes: 1. A tool for course review, and 2. A tool for learning and teaching. As a tool for course review, it can show at a glance, assessments from the course perspective as well as the student perspective, and enables review of assessments. As a tool for learning and teaching, particularly for first year students, mapping of assessments as a learning activity in the first weeks of session has multiple benefits: familiarisation with Subject Outlines, beginning to think about assessments early in the session and as a tool for planning their study throughout the session.
Original languageEnglish
Publication statusPublished - 2011
EventCSU Ed 2011 - Charles Sturt University (Thurgoona) campus, Albury, NSW, Australia
Duration: 15 Nov 201117 Nov 2011


ConferenceCSU Ed 2011
Abbreviated titleTransforming University Education: Developing a culture of collaboration, integration and sustainability
CityAlbury, NSW


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