International Journal of
Advanced Multidisciplinary Application

Volume 1, Issue 3

• Author(s)R. Arvind Kumar,N. Priya Rao, S. Lakshmi Menon, P. Venkatesh
• AffiliationCollege of Education and Allied Sciences, Chennai, India
• Page No.47-56
• Volume, Issue & YearVolume 1, Issue 3, Nov 2024
• Published On2024/11/30
• JournalInternational Journal of Advanced Multidisciplinary Application (IJAMA)
• ISSN No.3048-9350

Abstract

Validity, reliability, and constructive alignment of assessments with planned learning outcomes are less examined in the context of integrated, problem-based learning (PBL) curricula. This paper analyzes the Triple Jump Assessment (TJA), implemented as both a formative and summative evaluation tool in the first year of an undergraduate dental program. The analysis deconstructs TJA across critical domains, including management and coordination, assessment design and item development, administration, and ongoing review for refinement and modification. Four core principles for designing TJA to ensure constructive alignment in a PBL curriculum are identified: collaborative assessment design as a collective faculty effort; fostering shared understanding of learning, teaching, and assessment between faculty and students; emphasizing continuous review to uphold validity and reliability; and prioritizing student learning throughout the assessment process. These insights highlight the potential of TJA to align assessments with curriculum goals effectively, supporting meaningful student learning outcomes in problem-based educational settings.

Keywords: problem-based learning, curriculum design, constructive alignment, assessment, assessment design

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