Faculty Publications

The Triple Jump in Problem-Based Learning: Unpacking Principles and Practices in Designing Assessment for Curriculum Alignment

Document Type

Article

Keywords

Assessment, Assessment design, Constructive alignment, Curriculum design, Problem-based learning

Journal/Book/Conference Title

Interdisciplinary Journal of Problem-based Learning

Volume

13

Issue

2

Abstract

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.

Department

Department of Curriculum and Instruction

Original Publication Date

1-1-2019

DOI of published version

10.7771/1541-5015.1813

Link to Full Text

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