http://irhe.sciedupress.com International Research in Higher Education Vol. 3, No. 4; 2018 Published by Sciedu Press 12 ISSN 2380-9183 E-ISSN 2380-9205 From Curriculum Mapping to Assessment: One Psychology Department’s Adventure Matthew T. Heinly 1 , Anurag Rimzhim 2 , Rebecca A. Boncoddo 2 & Carolyn R. Fallahi 2 1 University of Connecticut, Storrs, USA 2 Central Connecticut State University, New Britain, USA Correspondence: Carolyn R. Fallahi, Department of Psychological Science, Central Connecticut State University, 1615 Stanley Street, New Britain, CT. 06050, USA. Tel: 860-832-3114. Received: October 8, 2018 Accepted: October 24, 2018 Online Published: November 7, 2018 doi:10.5430/irhe.v3n4p12 URL: https://doi.org/10.5430/irhe.v3n4p12 Abstract 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. Keywords: curriculum mapping, common syllabus, assessment, higher education Faculty in higher education are expected to provide evidence that students are receiving a quality education (Halpern, 1988; Stanny, 2015). “Assessment is essential not only to guide the development of individual students, but also to monitor and continuously improve the quality of programs” (Gardiner, 1994, p. 109). Finding a way to assess whether or not students are receiving a quality education remains challenging. Most colleges and universities participate in accreditation, an evaluative process that compares institutions against a standard of excellence (NEASC, n. d.). Historically, higher education institutions have determined academic standards and curriculum; however, the current trend is to involve state and federal government in those decisions (Eaton, 2010). Furthermore, the allocation of funds by the government has relied on performance-based funding in recent years, necessitating the continual assessment and improvement of our programs (Halpern, 2013). As a result, academic departments within higher education institutions are now charged with the additional task of developing and implementing student learning outcomes (SLOs) and assessing how well they are meeting those outcomes (Halpern, 1988, 2013; Stanny, 2015). This is the dynamic model that one psychology department utilized in order to modify and rework prior departmental assessment guidelines and procedures with the purpose of both habituating the practice of and setting the standard for charting student progress. 1. Curriculum Recommendations from the American Psychological Association To begin our assessment process, we first reviewed the 2013 American Psychological Association’s updated goals for an undergraduate major in psychology and APA's recommendations for assessment. APA’s goals include: 1) a knowledge base in psychology, 2) scientific inquiry and critical thinking, 3) ethical and social responsibility in a diverse word, 4) communication, and 5) professional development (American Psychological Association [APA], 2013). Reviewing APA’s stance on Assessment, we utilized the October 2009 Assessment CyberGuide for learning goals and outcomes, published as a resource for psychology departments to help design and implement assessment plans (Pusateri, 2009). In this document, they ask the question, Why are you doing assessment? Their answer – You have to. You want to. As such, the mandate to report on assessment initiatives not only derives from university administration and government – both at the state and federal levels – but also from the psychological professional organization as well.