The 'triple jump' assessment in problem based learning: An evaluative method used in the appraisal of both knowledge acquisition and problem solving skills, G. O'Neill, S. Huntley-Moore, and P. Race, Case Studies of Good Practice in Assessment of Student earning in Higher Education, Dublin, AISHE, 2007, 116 - 119, K. McTiernan, M. Leahy, I.P. Walsh, P. Sloane, M. Smith
Learning and evaluation are inextricably linked, and students who are active participants in their own learning should be active participants in the assessment of their acquired knowledge (Rangachari, 2002). The triple jump is a type of assessment that evaluates the students’ ability to organize information, to formulate hypotheses, to identify individual learning issues, and to reformulate a case using newly acquired information.
The ‘triple jump’ (or three stage) assessment is a method of evaluation used in problem based learning (PBL) curricula. PBL encourages independent learning and gives students practice in tackling puzzling situations and defining their own gaps in understanding. In the context of professional courses, such as, speech and language studies, relevant problems are presented to the students, which mirror ‘real life’ clinical situations. PBL is a way of learning which encourages a deeper understanding of the material rather than superficial coverage.
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