ERIC Number: EJ1232883
Record Type: Journal
Publication Date: 2019-Sep
Abstractor: As Provided
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.
Descriptors: Problem Based Learning, Alignment (Education), Curriculum Design, Program Evaluation, Undergraduate Study, Dentistry, Integrated Curriculum, Undergraduate Students, Medical Students
Purdue University Press. Stewart Center Room 370, 504 West State Street, West Lafayette, IN 47907. Tel: 800-247-6553; Fax: 419-281-6883; e-mail: pupress@purdue,edu; Web site: http://docs.lib.purdue.edu/ijpbl/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A