# Chronological assessment matrices

The chronological assessment matrices allow the visualisation of assessment arrangements across the modules in a semester or stage. This information helps to ensure that the overall assessment schedule is coherent. For example, the matrices can indicate if feedback on an assessment is received in time to feed forward into students’ attempts at subsequent, relevant assessments; and whether an appropriate mix of assessment types is being used.

A choice of two matrices is available:

- The ‘Map My Programme’ tool developed by the University of Greenwich. Greenwich maintain an explanation of how to use this tool.
- An Exeter Matrix, which includes guidance on how to use it

If you'd like to use either of the matrices, simply choose "File" > "Make a copy ..." to create your own version.

The two matrices have slightly different functionality, as detailed below:

Map My Programme |
Exeter Matrix |
---|---|

Numerical details about each assessment (e.g. type) are entered into a spreadsheet, from which a visual depiction is then automatically generated. This leaves a spreadsheet of assessment data that can be analysed. |
Users directly draw assessments by dragging coloured bars which represent individual assessments and their characteristics (e.g. type). Consequently, no spreadsheet of data is available for subsequent analysis. |

There is no facility for distinguishing summative and formative assessments. Consequently, users must treat all assessments homogenously, or use separate matrices for summative versus formative assessments. |
There are separate fields, such that summative and formative assessments can be depicted on the same matrix. |

The matrix can show the weighting of each individual assessment within a module (e.g. exam 80%; essay 20%). This facility is only applicable though where the matrix is being used to capture summative assessment only (see point above). |
The matrix does not convey the weighting of different assessments. |

The matrix focuses on capturing the submission date for assessments. |
In addition to the submission date, the matrix can be used to show the point at which students can begin work on an assessment (e.g. the point at which essay titles are released) and the point at which feedback is actually received. |

A toggling functions means data for individual modules can easily be hidden/shown. |
The matrix has no toggling function. |

The visual depiction of assessments can be printed, but only by taking a screen shot. |
The matrix can be printed using the normal functions. |