Assessment mapping in psychology programmes
A guide for educators
Bibliographic Data
| ID | 21294075 |
|---|---|
| Authors | Peta Callaghan (0000-0001-6926-0386, The University of Adelaide, corresponding author), Tiffany Lavis (0000-0003-1708-5314, The University of Adelaide), Josiah Krieg (0009-0000-0480-125X, The University of Adelaide), Anna Chur-Hansen (0000-0002-2935-2689, The University of Adelaide) |
| Year | 2026 |
| Pages | 1-8 |
| Publication date | 2026-06-24 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Australian Psychologist (JOURNAL) |
| Journal identifiers | ISSN: 0005-0067 • E-ISSN: 1742-9544 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00050067.2026.2693488 |
| OpenAlex | W7165736995 |
| Language | EN |
| References cited | 27 |
Objective Assessment mapping is a targeted strategy for improving alignment between assessment tasks, learning outcomes, and accreditation requirements in higher education. This paper aims to distinguish assessment mapping from curriculum mapping and provide practical guidance for its implementation within psychology education.Method Drawing on principles of constructive alignment and backward design, as well as the authors’ experiences of psychology programme (re)design within the Australian Psychology Accreditation Council (APAC) framework, the paper synthesises relevant literature and practice-based insights to develop five practical tips for implementing and sustaining assessment maps.Results The five tips address common challenges associated with assessment mapping, including defining scope and terminology, allocating workload responsibilities, visualising assessment data, and engaging students in assessment processes. Together, these strategies support more transparent, competency-based programme design and facilitate programme-level reflection.Conclusions Assessment mapping offers a practical and transferable approach to enhancing assessment quality, pedagogical coherence, and accreditation readiness. The framework presented may assist educators and programme leaders in implementing sustainable assessment mapping practices across higher education contexts
Focus (optics) · Process (computing) · Qualitative research · School psychology · Academic and Historical Perspectives in Psychology · Counseling Practices and Supervision · Educational and Psychological Assessments
Ggplot2
A model for programmatic assessment fit for purpose
Programmatic assessment
What is a spiral curriculum?
Charting the psychological literacy landscape
A Systematic Review of Integrated Learning Definitions, Frameworks, and Practices in Recent Health Professions Education Literature
Enablers and barriers to program-level assessment planning
Informal academic networks and the value of significant social interactions in supporting quality assessment practices
Programmatic assessment
Enhancing teaching through constructive alignment
Administrative burden in higher education institutions
| Citation velocity | historical |
|---|---|
| Highly cited | No |