This document discusses a collaborative initiative to visualize the student experience of assessment through mapping tools. It introduces the context of embedding graduate attributes, feedback from the National Student Survey indicating ongoing assessment issues, and a focus on strategic positioning of feedback and assessment. The initiative aimed to develop a dynamic, light-touch, and scalable process for engaging academics in shifting existing quality assurance processes to represent assessment and feedback design. Course leaders were asked to complete a simple spreadsheet to generate an automatic report graphically displaying the assessment timeline and landscape. This allows staff to interact with and see the consequences of their assessment design decisions in real-time.

1. Collaborative approaches for
visualising the student experience of
assessment.
Dr Mark J.P. Kerrigan
Simon Walker

2. Context for the initiative
• Embedding of Graduate Attributes initiative into curriculum
• NSS data indicating assessment issues persist
• NUS Charter focus on strategic positioning of feedback and assessment
• Capitalising on HEA/JISC work on feedback and assessment
(MAC, MACE, ESCAPE, REAP, PEER, etc)
• Shifts in: QA to QE, increasing demands on working efficiency and sharing
practices
http://www.mapmyprogramme.com

3. Feedback and Assessment
Course 1
Course 2
Course 3
0 2 4 6 8 10 12
Week
Based on the ESCAPE project (JISC 2008-2010 – University of Hertfordshire)

4. What we were looking for…
• A dynamic way of engaging with fellow academics to shift existing
QA textual processes for representing the design of assessment and
feedback;
• A process that was light touch, and simple to use, scalable and
customisable
• Required no specialist knowledge
• Non-discipline specific
• Owned by the whole programme team
• Sustainable and linked into technical ecosystem
http:www.mapmyprogramme.com © Dr Mark Kerrigan & Simon Walker

5. The Mapping process
• A process for visualising the design of assessment and feedback via
a Google tool;
• Course leaders asked to complete a simple spreadsheet;
• This culminated in an automatic report that graphically displays
assessment diet, landscape and importantly an experiential timeline;
• Staff are then able to interact with the assessment parts of their
programmes and see graphically, in real-time, the consequences of
their design decisions.
http://www.mapmyprogramme.com

6. Simple input form
1
2
http://www.mapmyprogramme.com

7. Using a map
http://www.mapmyprogramme.com

8. How to find the resources
http://www.mapmyprogramme.com

9. How to find the resources
http://www.mapmyprogramme.com

10. Interest & use
Activity in the UK
A very active team in Australia
http://www.mapmyprogramme.com

11. Launch of Community forum TODAY!!!
http://www.mapmyprogramme.com