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ERIC Number: EJ1232883
Record Type: Journal
Publication Date: 2019-Sep
Pages: 12
Abstractor: As Provided
ISSN: EISSN-1541-5015
The Triple Jump in Problem-Based Learning: Unpacking Principles and Practices in Designing Assessment for Curriculum Alignment
Chian, Monaliza M.; Bridges, Susan M.; Lo, Edward C. M.
Interdisciplinary Journal of Problem-based Learning, v13 n2 Article 8 Sep 2019
Assessment validity, reliability, and constructive alignment to planned learning outcomes are less understood in the context of integrated, problem-based curricula. This conceptual paper examines a Triple Jump Assessment (TJA) employed as a formative and summative assessment system in the first year of an undergraduate dental program. Specifically, we deconstructed this instantiation of a TJA in terms of management and co-ordination; assessment design and item development; assessment administration; and assessment review, refinement and modification. Four core principles of TJA design for constructive alignment in an integrated, problem-based curriculum were identified as: (a) viewing the assessment design process as a collaborative and collective faculty endeavor; (b) recognizing the assessment design process as dependent on faculty and students' shared understandings of learning, teaching, and assessment; (c) highlighting the centrality of ongoing review and monitoring to ensure validity and reliability; and (d) prioritizing student learning in the development of the TJA as an assessment system.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A