Abstract
ABSTRACT The Triple Jump is a versatile but under‐studied instrument, used both for developing and assessing problem‐based learning (PBL). This paper evaluates its assessment of inquiry‐based learning (IBL) in a graduate course, along with a Group Assessment Task. Students' performance on the Triple Jump was not related to satisfaction with their small‐group discussion prior to completing a self‐directed learning task. Analysis of the self‐directed learning task in terms of academic or pragmatic focus showed consistent differences between two markers — suggesting the need for more research into inter‐rater reliability and other characteristics of the Triple Jump exercise. Some simple strategies are recommended to make this instrument cost‐effective for assessing large classes.
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