Map a coherent assessment system across diagnostic, formative, and summative purposes, ensuring outcome coverage, timing, feedback, progression, validity, and manageable workload.
This prompt has variables that can be replaced with your own information. Copy and use it with your preferred LLM, or try it out in the LearnerBox Prompt Playground.
Act as an experienced assessment and curriculum design specialist.
Develop an assessment mapping matrix using the information below.
Course or program:
{{course_context}}
Learning outcomes:
{{learning_outcomes}}
Existing assessments:
{{existing_assessments}}
Teaching sequence:
{{teaching_sequence}}
Learner and delivery context:
{{learner_delivery}}
Assessment policies and constraints:
{{assessment_constraints}}
Analysis requirements:
1. Map every assessment activity to:
- purpose;
- learning outcome;
- timing;
- stakes;
- evidence type;
- feedback;
- assessor;
- workload;
- accessibility;
- academic integrity; and
- decision use.
2. Distinguish:
- diagnostic;
- formative;
- summative;
- self-assessment;
- peer assessment;
- authentic performance;
- practice; and
- programmatic evidence.
3. Identify whether diagnostic evidence is collected early enough to shape teaching.
4. Identify whether formative assessment provides actionable feedback before summative performance.
5. Check whether summative assessments directly measure the intended outcomes.
6. Identify:
- unassessed outcomes;
- over-assessed outcomes;
- duplicated tasks;
- assessment bunching;
- excessive workload;
- insufficient feedback loops;
- weak progression;
- construct-irrelevant barriers; and
- vulnerable integrity points.
7. Analyze cognitive demand and progression across assessments.
8. Review balance among knowledge, application, reasoning, performance, communication, and reflection.
9. Recommend where to add, revise, combine, reduce, or remove assessments.
10. Create a feedback and feed-forward map.
11. Include moderation, calibration, and quality-assurance needs.
12. Include accessibility and alternative assessment considerations that preserve the construct.
13. Do not invent policies, grades, assessment performance, accommodations, or institutional rules.
14. Flag changes requiring formal approval.
Present the result as:
{{output_format}}
Include:
- assessment inventory;
- diagnostic-formative-summative matrix;
- outcome coverage map;
- timing and workload analysis;
- cognitive-demand progression;
- feedback and feed-forward map;
- validity and fairness observations;
- integrity-risk review;
- moderation requirements;
- recommended revisions;
- approval dependencies; and
- final assessment-system summary.Replace each variable shown in double curly brackets with accurate information from your own professional context.
{{course_context}}
Example: Describe course level, discipline, credits, duration, and delivery mode.
Define the assessment system being reviewed.
{{learning_outcomes}}
Example: Paste approved outcomes, competencies, or standards.
Every assessment should map to intended learning.
{{existing_assessments}}
Example: List tasks, weights, timing, format, rubric, feedback, and purpose.
Include low-stakes and informal assessment where relevant.
{{teaching_sequence}}
Example: Describe units, modules, key learning activities, and when major concepts are taught.
Timing determines whether assessment supports learning.
{{learner_delivery}}
Example: Describe class size, learner diversity, online or face-to-face mode, and access conditions.
Context affects workload, fairness, and implementation.
{{assessment_constraints}}
Example: Provide weighting rules, moderation, accessibility, integrity, resubmission, workload, and approval requirements.
Use current official requirements.
{{output_format}}
Choose the format needed for review or redesign.
A coherent assessment-system map containing purpose classification, outcome coverage, timing, cognitive progression, workload, feedback, validity, accessibility, integrity, moderation, prioritized revisions, and approval dependencies.
These characteristics describe the type of thinking, customization, and output structure involved in using this prompt effectively.
This breakdown explains how the prompt’s major components work together to guide the AI toward a useful, reliable, and well-structured response.
Positions the AI as an assessment-system and curriculum specialist.
Defines course, outcomes, assessments, teaching sequence, learners, and constraints.
Requires a complete diagnostic-formative-summative map and redesign analysis.
Prevents invented policies, results, accommodations, and institutional rules.
Requires inventory, maps, progression, feedback, quality, revisions, and approvals.
Course, outcomes, assessments, sequence, learner context, constraints, and output format.
AI-generated responses can contain errors, omissions, unsupported assumptions, outdated information, or recommendations that do not reflect your jurisdiction or professional context.
Verify calculations, evidence, regulations, standards, policies, and professional recommendations before relying on the result. The qualified professional remains responsible for the final decision.
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