Problem-based Learning
I have shared Problem/Project-Based Learning several times and this week, I would like to add to that literature with a recent article entitled, “The Triple Jump in Problem-Based Learning: Unpacking Principles and Practices in Designing Assessment for Curriculum Alignment” by Chian, Bridges and Lo (2019).
In this article, the authors explore assessment validity, reliability, and constructive alignment to learning outcomes in the context of integrated, problem-based curricula. The paper examines a Triple Jump Assessment (TJA) employed as a formative and summative assessment system in the first year of an undergraduate dental program. The triple jump assessment is a three-part assessment system originally designed by a group of medical students in the early 1970s and administered by the students’ tutor in a one-on-one setting (Navazesh, Rich, & Keim, 2014).
Four core principles were identified:
viewing the assessment design process as a collaborative;
recognizing the assessment design process as dependent on faculty and students’ shared understandings of learning, teaching, and assessment;
highlighting the centrality of ongoing review and monitoring; and
prioritizing learning in the development.
To attain the first principle, the characteristics of the assessment design must be appropriate, substantive, relevant, and useful in relation to the curriculum development, a key criterion in a valid assessment system.
For the second principle, the shared understandings drive the purpose and the goals of the assessment, which then lead to the design of assessment tasks and materials. Collectively, decisions have to be made on whether the purpose of the assessment system is the assessment of learning or assessment for learning (Pellegrino, 2018). The results of the formative assessment serve as guidelines for modifications in the facilitation strategies or curriculum development.
The third principle requires consistent monitoring of the appropriateness of the materials and the administration is critical to the validity and reliability of the assessment system. Modifications of any component of the assessment system must be guided by the assessment results and observations from the prior assessment administration.
The fourth principle states that the assessment design, process and administration must be clearly communicated. The dates must be scheduled in advance, allowing students to prepare for the assessment. The assessment tasks and materials must be familiar to students with minimal variables.
Overall, we have discussed many of these aspects throughout the SoTL Research blog, and this concise literature provides a bit of check and balance of processes that might be helpful to your continuous enhancement of course design.
References
Chian, M. M. , Bridges, S. M. , & Lo, E. C. (2019). The Triple Jump in Problem-Based Learning: Unpacking Principles and Practices in Designing Assessment for Curriculum Alignment. Interdisciplinary Journal of Problem-Based Learning, 13(2).
