Cognitive maps are regarded as 'internally represented schemas or mental models for particular problem-solving domains that are learned and encoded as a result of an individual's interaction with their environment' (Swan, 1997, p. 188). Cognitive maps can be viewed as an externalization of a schema encoded in a learner’s long-term memory. They are often used as media for constructive learning activities and as communication aids in lectures, study materials, and collaborative learning (Cafias et al.,2003).  This learning tool has become popular in various educational settings. However, the existing research has not fully explored the effectiveness of cognitive mapping as a learning tool nor analyzed its utility as an assessment tool in mathematics-particularly calculus.This study will report on the implementation and evaluation of a novel assessment, cognitive mapping, in a university calculus course (N = 40). We will investigate relationships between cognitive mapping performance and two major outcome variables: academic achievement and assessment self-efficacy.