<p>Curriculum mapping in Australia has grown from early notions of constructive alignment to a governed ongoing commitment by institutions to the curriculum structures they have developed. These consider primary aspects of a degree: learning outcomes and how they are achieved. In this paper I describe the need for a descriptive set of mappings for secondary (or quality) aspects of a degree. Notably, mapping the identity verified assessment mechanisms used across a degree can support conversations with accreditors and reviewers around defences against cheating. In 2020 and 2021, many universities were forced to cancel paper-based examinations and academics altered their assessment mechanisms. Mapping the mechanisms that were adopted can reconnect those individual choices with their purpose within the degree. The paper is an experience report from the development of an accreditation submission for a suite of computer science cognate degrees. Other descriptive mappings developed within the submission are also described.</p>