One of the primary challenges in providing differentiated feedback in learning environments is the individual variability in the assimilation patterns of learners. Students often display wide variations in how they relate to knowledge of different topics covered by a course. While formative assessments try to understand a student’s learning, they often provide single-dimensional numerical scores in response to specific questions asked to the learner. These single numerical representations are aggregated from various learner evaluations for specific competencies. Such averaged representations are insufficient to understand individual variability in learner’s assimilation. Todd Rose’s concept of the jagged profile [1] offers a more comprehensive representation of learners, that focuses on individual variability rather than on group averages. In this study, we use automated techniques to formally represent jagged profiles of learners and also propose a two-dimensional space called the Learning Map to represent the variegated nature of proficiency of the learners. This representation aids in evaluating learner’s competencies and offers valuable feedback to educators and educational experts regarding their diverse learning behaviour. Through a case study approach and qualitative feedback, we analyze the effectiveness of the learning map in different scenarios and explore the insights it offers to stakeholders. Our research highlights the importance of shifting focus towards individual variability among learner’s proficiency rather than focusing on the single average measure.